摘要
以高中信息技术新课标对计算思维学科核心素养具体表现的界定为基础,借鉴国外相关研究成果,本研究构建了由“问题分解、抽象与建模、方案设计、效率优化、迁移运用”构成的计算思维表现性评价维度。结合具体的评价案例,本研究从表现性评价的视角,建立了以“维度—水平—表现描述”为主干的评价标准设计框架。笔者基于数据库和可视化技术开发的数字化评价工具,以雷达图、折线图等方式呈现学生计算思维表现水平和发展轨迹,有助于教师诊断学生计算思维的发展,支持教师开展循证导向的个性化教学。
According to the definition of the specific performance of computational thinking from high school information technology curriculum standard,and referring to the relevant research results abroad,this paper constructs the performance assessment dimension of computational thinking,which is composed of formalization,modeling,automation,systematization,application. Combined with a specific case,from the perspective of performance evaluation,a framework of the evaluation standard with“dimension-level-performance description”as the backbone is established. The digital evaluation tool developed by the author based on database and visualization technology presents the performance level and development trajectory of students’ computational thinking in the form of radar chart and broken line chart,which is helpful for teachers to diagnose the current development of students’ computational thinking and support teachers to carry out evidence-based personalized teaching.
作者
季金杰
JI Jinjie(Shanghai Gezhi High School,Shanghai 200001,China)
出处
《教育参考》
2022年第6期20-26,共7页
Education Approach
基金
2020年度上海市基础教育信息化研究项目“基于数据可视化的高中生计算思维评价实践研究”(项目编号:SKT2020025)的阶段性研究成果。
关键词
计算思维
数据可视化
表现性评价
Computational Thinking
Data Visualization
Performance Assessment
作者简介
季金杰,上海市格致中学教科研室副主任,中学一级教师,硕士,主要从事高中信息技术课程与教学研究。
