摘 要
计算思维是当前国内外计算机界广为关注的一个重要概念，也是当今教育界需要重点研究的重要课题。现代社会的飞速发展，对教育提出了更高的要求，不仅要传授学生学科知识，也要训练和培养学生的思维能力。但是目前，对计算思维的培养总体上还处于探索阶段，没有形成科学、系统的体系，无论教学方法还是教学资源都没有明确的标准，而且在中小学信息技术教育中也没有给予足够的重视，学生在课堂上不注意听讲的现象多有发生。由于计算思维的培养和所有其他的思维能力的一样，是一个长期的、系统性的工程，在短时间内很难获得量化的数据，也就很难推测个体的计算思维能力是否得到了提高，所以在培养个体的计算思维能力方面有着一定的难度。
由《普通高中信息技术课程标准》可知：普通高中信息技术课程的总目标是培养学生的信息素养。信息素养强调的是使用计算机这个工具的能力，而计算思维更注重人们能像计算机科学家一样思考的能力，所以，培养学生的计算思维能力不能简单地完全将其等同于提高学生的信息素养。
我们可以通过改革教学方法、重新组织教学内容、调整课程结构、增加思维训练内容等措施来尝试培养学生的计算思维能力。本文研究如何利用思维外显化教学的相关理论将计算思维的方法融入课堂教学中，用来培养学生的计算思维能力，并提出了基于思维外显化教学的计算思维培养方案，并给出了两个培养方案在课堂教学中应用的案例：《Excel表格数据的分析与呈现》和《掌握与VB沟通的语法规则》。
在实践教学设计时，我把重点放在两个教学环节上：思维过程外显化环节和口语表述思维过程环节。经过实践，笔者发现通过将计算思维和思维外显化教学有效结合，让学生自己先进行自主探索和尝试寻找解决问题的方法，然后了解他人解决问题的方法和思维过程，对比自己与他人思维的异同，接着按照自己的思维去解决问题，进而对新旧知识进行建构，能在建构的过程中吸收新的思维方法，改善和提高自己原有的思维方法，同时也提高处理信息的能力。
基于思维外显化教学的计算思维培养能够促使学生关注自己的思维，同时也关注别人的思维，将计算思维的思维方法教给学生个体，促使学生积极思考、动手解决问题，能够让学生更清晰地认识到新旧知识之间的联系与区别，认识到自己的思维方法与他人的思维方法之间的差异，能够促使学生自动地进行对比、独
I
立思考，并深刻记忆。
关键词：计算思维；思维外显化教学；高中信息技术教育
II
Abstract
Computational thinking is an important concept which is widely paid attention to in the field of IT; it has been becoming a significant research topic in the domain of today’s computer education. The rapid development of modern society puts forward higher demands on education; it not only wants education to help students master knowledge, also wants education to help students how to think. But we are just probing the ways to cultivate computational thinking at present; we don’t develop a scientific and systematic method to apply it. There are not specific standards of teaching methods and resources based on computational thinking. Elementary education and secondary education don’t pay enough attention to it, and some students pay not much attention to it in class. The cultivating of Computational thinking, like other cultivating of thinking ability, is a long-term and systemic process. We can’t get quantitative data in short time, so we can’t know whether it is improved or not. To a certain extent all of these make the cultivating of Computational Thinking more difficult.
According to “The Curriculum’s Standard of IT Education for Ordinary Senior High Schools”, the major target of this curriculum is to cultivate students’ information literacy. Information literacy emphasizes the ability of using computer, and computational thinking emphasizes the ability of thinking like a computer scientist. Therefore, we must realize that the latter is not equal to the former.
We can cultivate students’ abilities of using computational thinking through reforming teaching methods, arranging the contents of course afresh, adjusting the structure of course and increasing the training of thinking and so on. In this thesis, I discuss how to combine both the way of computational thinking and teaching based on explicit thinking, propose some programs based on teaching of explicit thinking, and design two cases for cultivating computational thinking in class. These two cases use the teaching of explicit thinking, and they are “How to analyze and present Tabular information” and “Programming based on VB Script syntax rules”.
When I do instructional design, I emphasize two steps: making thoughts explicit and speaking out what you think. Through practicing, I find that students can improve their methods of thinking and their abilities of dealing with information. Firstly,
III
students must try to find out methods of solving problems by themselves. Secondly, they must know what others think and compare them. Thirdly, students must think how to solve the problem and try to solve it. Fourthly, students construct connections between new and old knowledge, and then apply new thinking methods so that they can improve methods of thinking and their abilities of dealing with information.
Teaching based on computational thinking can make students focus on their own thinking and others’, make students master computational thinking, make students think actively to solve problems, make them realize the connection and distinction between new and old knowledge, make them realize the difference of thinking between themselves and others, make them compare automatically, think independently, and then keep all of the knowledge and methods.
Key words: Computational thinking; Teaching of explicit thinking;
IT education for senior high schools
IV
