[CT]计算思维（Computational Thinking）讲解材料.pptxVIP

计算思维（Computational Thinking）朱爱民日程计算思维定义适用于每个学科计算思维是否适合于每一位学生？好的和不利的一些资料信息计算思维崛起与趋势“计算思维”的定义发展历史1996年：最先由Seymour Papert 在其给数学教育工作者的文章中提出［/articles/AnExplorationintheSpaceofMathematicsEducations.htmlpaper］2006年：Jeannette Wing 在给大学计算机教育工作者的文章中再次介绍该概念［/~15110-s13/Wing06-ct.pdfpaper］2010年：National Research Council 的报告主题出现［/books?id=1EJBdHEsTFACdq=computational+thinking+Yasmin+Kafaisource=gbs_navlinks_sreport］2012年：ISTE和CSTA 完善了定义，由［/citation.cfm?id=1929905Barr and Stephenson］表述。ISTE: 美国国际教育技术协会CSTA: 美国计算机科学教师协会脱离抽象，可操作层面的 定义An operational definitionCT is an approach to solving problems in a way that can be implemented with a computer.Students become not merely tool users but tool builders. They use a set of concepts, such as abstraction, recursion, and iteration, to process and analyze data and to create real and virtual artifacts.CT is a problem-solving methodology that can be automated and transferred and applied across subjects.解决问题创造力跨学科计算思维对每个人有帮助…“Doing” computationally 以计算方式去“做”Applying computing tools and techniques to understand and reason about natural and artificial systems and processesThinking logically, algorithmically, and (at higher levels) abstractly and recursively抽象落地计算思维的核心概念Data collection 数据收集Data analysis 数据分析Data representation 数据表达Problem decomposition 问题分解Abstraction 抽象Algorithms and procedures 算法和过程Parallelization并行化Modeling and simulation 建模和模拟常见的概念，如何通俗化解释清楚？计算思维的核心能力Design solutions (abstraction, automation, algorithm creation, data collection and analysis)设计解决方案Implement designs 实现设计Test and debug 测试和调试Model/analyse 建模/分析Reflect on practice 反思实践Recognize and move between levels of abstraction 认识、转化不同抽象层次Innovate, explore, and create across disciplines 跨学科创新，探究，创造Modeling and simulation建模和模拟Problem solve in groups/teams 团队合作解决问题Employ diverse learning strategies 运用不同学习策略核心素质Confidence in dealing with complexity 处理复杂性的信心Persistence in working with difficult problems 解决难题的持久性Ability to handle ambiguity处理歧义的能力Ability to deal with ope