微认证赋能高中生计算思维培养的结构表征与路径设计

Research on Structural Characterization and Path Design of Computational Thinking Training for Senior High School Students Empowered by Micro-certification

计算思维是高中信息技术学科核心素养之一,但其培养过程中存在教师对计算思维内涵和结构理解浅显、缺少科学理论指导和培养路径混沌等问题,导致学生计算思维能力学力不足、结构零散且评价形式单一。微认证以培养微能力为导向,通过微结构证据划分和认证规范实现个性化评价,其能力导向、结构化和个性化等特征为培养高中生计算思维提供了新思路。因此,文章从微认证视角推演计算思维结构表征和培养路径,首先依据课程将计算思维拆分为四个子能力,以此设计计算思维证据内容和任务类型并形成认证规范;然后文章按照子能力、证据和任务的交互关系,构建呈现能力、要素和路径的计算思维结构;最后文章为计算思维能力提供培养路径案例设计及实施路径,以期为高中信息技术学科计算思维培养提供理论与实践参考。

Computational thinking is one of the core literacy of information technology discipline in senior high schools,but there are some problems in its training,such as teachers’simple understanding on the connotation and structure of computational thinking,lack of scientific theory guidance and chaos of the training path,etc.,which lead to students’insufficient learning ability of computational thinking,scattered structure and single evaluation form.Oriented to the cultivation of micro-ability,micro-certification realized personalized evaluation through the division of micro-structure evidence and certification specification,and provided a new way to cultivate senior high school students’computational thinking with its features of ability orientation,structuration and personalization.Therefore,this paper deduced the structure representation and cultivation path of computational thinking from the micro-authentication perspective.Firstly,computational thinking was divided into four sub-abilities according to the curriculum,and the computational thinking evidence content and the task types were designed,and the certification specification was formed.Then,on the basis of the interactive relationship of sub-ability,evidence and task,a computational thinking structure that presented ability,elements and path was constructed.Finally,the paper provided a case design and implementation path for the training of computational thinking ability,in order to provide theoretical and practical reference for the training of computational thinking in senior high school information technology discipline.