本文選題：計算思維　切入點(diǎn)：計算機(jī)課程　出處：《四川師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：基于計算思維的計算機(jī)基礎(chǔ)課程教與學(xué)的模式探索主要依托“高等學(xué)校計算機(jī)基礎(chǔ)課程教學(xué)指導(dǎo)委員會”對計算機(jī)基礎(chǔ)課程提出的培養(yǎng)學(xué)習(xí)者計算機(jī)能力結(jié)構(gòu)的要求以及“C9計算機(jī)基礎(chǔ)教學(xué)發(fā)展戰(zhàn)略聯(lián)合聲明”項目。在當(dāng)今信息時代的網(wǎng)絡(luò)環(huán)境中圍繞科學(xué)思維和科學(xué)方法進(jìn)行計算機(jī)基礎(chǔ)課程教學(xué)的改革與實踐來展開研究。 本研究經(jīng)過2009年至2012年期間對計算思維應(yīng)用研究情況的調(diào)查與探索,在計算機(jī)基礎(chǔ)課程教學(xué)中提出了以計算思維能力的培養(yǎng)方法為根本,構(gòu)建基于計算思維的教學(xué)和學(xué)習(xí)模型,并結(jié)合具體的教學(xué)課程,系統(tǒng)研究計算思維的發(fā)展及計算思維能力在教育教學(xué)中的培養(yǎng)問題。具體來說,本文從理論研究、模式構(gòu)建、實踐應(yīng)用、過程調(diào)查等幾個方面反映基于計算思維的計算機(jī)基礎(chǔ)課程教與學(xué)的模式建設(shè)： 一、綜述并分析了計算思維的國內(nèi)外發(fā)展現(xiàn)狀,詳細(xì)剖析了當(dāng)前在計算機(jī)基礎(chǔ)課程教學(xué)中計算思維能力培養(yǎng)的重要意義。 二、以思維科學(xué)、計算科學(xué)為基礎(chǔ),探討了計算思維作為三大科學(xué)思維之一在教育教學(xué)中培養(yǎng)的內(nèi)在要求。 三、建構(gòu)了基于計算思維的教學(xué)模型和學(xué)習(xí)模型。采用理論與實踐相結(jié)合的方法,將計算思維方法與教育教學(xué)相結(jié)合,構(gòu)建了基于計算思維的探究式教學(xué)模型(ITMCT模型)、基于計算思維的任務(wù)驅(qū)動式教學(xué)模型(TDTMCT模型)和基于計算思維的網(wǎng)絡(luò)自主學(xué)習(xí)模型(OILMCT模型)。 四、形式化教學(xué)模型和學(xué)習(xí)模型,增量表達(dá)計算思維能力提升效果。從計算思維自動化、抽象的特點(diǎn)出發(fā),把基于計算思維的教學(xué)和學(xué)習(xí)模型形式化,得出“基于計算思維的教學(xué)模式或?qū)W習(xí)模式的效果=教學(xué)者基于計算思維方法的教學(xué)+學(xué)習(xí)者運(yùn)用計算思維方法學(xué)習(xí)的結(jié)果”,并得出了相應(yīng)的形式化過程等式。 五、將研究模型成功的實施到《C語言程序設(shè)計》和《軟件工程》課程教學(xué)當(dāng)中,同時搭建基于計算思維的《軟件工程》教學(xué)改革在線學(xué)習(xí)系統(tǒng)和“計算思維”專題網(wǎng)站共同促進(jìn)和支撐計算思維能力培養(yǎng)的教與學(xué)。 六、建立問卷訪談提綱,調(diào)查并剖析學(xué)習(xí)者解決問題時的計算思維過程的思考方式。并針對該過程,搭建計算思維能力形成過程模型。
[Abstract]:The Mode of computer basic course Teaching and Learning based on Computational thinking; it mainly relies on the structure of training learners' computer ability proposed by the Teaching steering Committee of computer basic course in Colleges and Universities. Requirements and "C9 computer basic Teaching Development Strategy Joint statement" project. In the information age of the network environment around the scientific thinking and scientific methods of computer basic course teaching reform and practice to carry out research. Through the investigation and exploration of the applied research of computational thinking from 2009 to 2012, this study puts forward the training method of computational thinking ability as the foundation in the teaching of computer basic course. The development of computational thinking and the cultivation of computational thinking ability in education and teaching are systematically studied in this paper, which is based on the theoretical research and the construction of the model, which is based on the teaching and learning model based on the computational thinking and combining with the specific teaching courses. Practical application, process investigation and other aspects reflect the construction of computer basic course teaching and learning mode based on computational thinking. The main contents are as follows: 1. This paper summarizes and analyzes the development situation of computational thinking both at home and abroad, and analyzes in detail the significance of the cultivation of computational thinking ability in the teaching of computer basic courses. Secondly, on the basis of thinking science and computational science, this paper probes into the inner requirements of the cultivation of computational thinking as one of the three major scientific thinking in education and teaching. Thirdly, the teaching model and learning model based on computational thinking are constructed. By combining theory with practice, the method of calculating thinking is combined with education and teaching. The inquiring teaching model based on computational thinking is constructed, the task-driven teaching model based on computational thinking (TDTMCT) and the network autonomous learning model based on computational thinking (OILMCT) are constructed. Fourth, formalize the teaching model and learning model, and express the effect of improving the ability of computational thinking incrementally. From the characteristics of automation and abstraction of computational thinking, formalize the teaching and learning model based on computational thinking. It is concluded that "the effect of teaching mode based on computational thinking or learning mode = the result of learning by learners using computational thinking method", and the corresponding formalized process equation is obtained. Fifth, the successful implementation of the research model in C language programming and software engineering course teaching, At the same time, the teaching reform of "Software Engineering" based on Computational thinking is built. The online learning system and the website of "Computational thinking" jointly promote and support the teaching and learning of the cultivation of computational thinking ability. Sixth, establish the outline of questionnaire interview, investigate and analyze the thinking mode of the learners' thinking process when solving the problem, and build the model of the forming process of the computational thinking ability in view of this process.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：TP3-4;G642

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 黃崇福;信息擴(kuò)散原理與計算思維及其在地震工程中的應(yīng)用[D];北京師范大學(xué);1992年

相關(guān)碩士學(xué)位論文 前1條

1 楊男才;基于計算思維的高中信息科技《算法與程序設(shè)計》教學(xué)探究[D];上海師范大學(xué);2013年

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本文編號：1575946