The CS10K initiative
The CS10K initiative
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CS10K 倡议
DOI：
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发表时间：
2015
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通讯作者：
Amy J. Briggs
中科院分区：
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作者：
Quincy Brown;Amy J. Briggs
将计算机科学（CS）教育引入K-12学校的集体努力已经持续了几十年。我们现在正处于历史上一个激动人心的时刻，许多团体之间进行了前所未有的合作——K-12和高等教育机构、政府、行业、专业和非营利组织——所有人都在为扩大计算机科学的准入和机会的共同愿景而努力。由美国国家科学基金会的Jan Cuny牵头的CS10K计划于2010年启动，目标是到2015年在1万所新高中拥有1万名合格的计算机科学教师。探索计算机科学（ECS）和计算机科学原理（CSP）是由CS10K资助的两门高中课程，构成了该计划的基石。这两门课程的开设范围正在全国范围内扩大，10000人的目标近在咫尺。2012年6月的《ACM指南》中有一个专门的章节介绍了CS10K和计算机科学原理。在本期和下一期（第1部分和第2部分）中，我们提供了总体计划的最新信息，本期主要关注探索计算机科学和早期获得计算机科学教育，下一期（2015年12月）主要关注计算机科学原理和在高中和高等教育中获得入门级计算机科学。现在，我们将在下面简要介绍Critical Perspectives文章，并在特别部分的第1部分中提供5个支持性贡献。
The collective effort to bring computer science (CS) education to K–12 schools has been ongoing for decades. We are now at an exciting moment in that history with unprecedented collaboration between many groups— K–12 and postsecondary educational institutions, government, industry, professional, and non-profit organizations—all working together towards a common vision of expanded access and opportunity in computer science. The CS10K Initiative spearheaded by Jan Cuny at the National Science Foundation launched in 2010 with the goal of having 10,000 well-qualified teachers of computer science in 10,000 new high schools by 2015. Exploring Computer Science (ECS) and Computer Science Principles (CSP) are the two high school courses funded through CS10K that form the cornerstones of the initiative. Offerings of both courses are scaling up nationally, with the 10,000 goal now tantalizingly within reach. The June 2012 issue of ACM Inroads included a special section dedicated to CS10K and Computer Science Principles. In this issue and the next (Part 1 and Part 2) we provide an update on the overall initiative, with this issue focused primarily on Exploring Computer Science and early access to CS education, and the next installment (December 2015) focusing primarily on Computer Science Principles and access to introductory CS in high school and higher education. We now provide below a brief highlight of the Critical Perspectives article and five supporting contributions in this Part 1 of the special section.