ABSTRACT
With the prevalence1 of the computational thinking, Chinese colleges and universities adopt this concept into their elementary computer teaching for cultivating students' thinking and application ability, which strongly support the students' development. Therefore, it is very important to evaluate the effectiveness of computational thinking in the elementary computer courses. Through such an evaluation, we can obtain the objective data which reflects the teaching effect of elementary computer courses, establish scientific teaching evaluation matrices, and emphasize the importance of those courses. In this paper, we investigate the teaching effectiveness for achieve accurate data and decision support on the computational-thinking-oriented computer curriculum reform. Our research is based on recent evaluations and data acquisition. We analyze the test database, categories of questions, and scores of students. We find several problems, such as the over-emphasizing the programming, incomplete knowledge components, limited background, large deviation of evaluation results among universities. Finally, we give several improvement recommendations.
- HE Qinming, LU Hanquan and FENG Boqin. The core task of computer basic teaching is the training of Computational Thinking Ability---The interpretation of C9's Joint statement on the development strategy of computer basic teaching {J}. China University Teaching, 2010, (9): 5--9Google Scholar
- Wing J M. Computational Thinking{J}. Communications of ACM, 2006, 49(3): 33--35 Google ScholarDigital Library
- WU Ning and CUI Shuning. Research on the reform of teaching content of computer basic course based on the cultivation of Computational Thinking Ability{J}. Computer Education, 2012, (7): 107--110Google Scholar
- OECD. AHELO Brochure {EB/OL}. http://www.oecd.org/education/skills-beyond-school/45755875.pdf 2017-3-3.Google Scholar
- Huang HT and Zhang HF. How to Assess the Quality of Teaching and Learning in Higher Education: Analysis on the Collegiate Learning Assessment{J}. Comparative Education Review, 2014, (9): 48--53Google Scholar
- Roger Benjamin ,Stephen Klein, Jeffrey Steedle, et al. The Case for Critical-Thinking Skills and Performance Assessment{EB/OL}. http://cae.org/images/uploads/pdf/The_Case_for_Critical_Thinking_Skills.pdf, 2017-3-3.Google Scholar
- Gao, Yang. Innovative reform of learning assessment tools for American university students: impacts and enlightenments{J}. Journal of Higher Education Management, 2017, 11(1): 62--68Google Scholar
- NCRE. Introduction {EB/OL}. http://sk.neea.edu.cn/jsjdj/show_sort_3.jsp?class_id=26_14_01.2017-3-3.Google Scholar
Recommendations
Teaching how to teach computational thinking
ITiCSE 2018: Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science EducationComputational Thinking is argued to be an essential skill for the workforce of the 21st century. As a skill, Computational Thinking should be taught in all schools, employing computational ideas integrated into other disciplines. Up until now, questions ...
Computational thinking in high school courses
SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science educationThe number of undergraduates entering computer science has declined in recent years. This is paralleled by a drop in the number of high school students taking the CS AP exam and the number of high schools offering computer science courses. The declines ...
Infusing Computational Thinking Across Disciplines: Reflections & Lessons Learned
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science EducationIn this work, we describe our effort to develop, pilot, and evaluate a model for infusing computational thinking into undergraduate curricula across a variety of disciplines using multiple methods that previously have been individually tried and tested, ...
Comments