Arguing for Computer Science in the School Curriculum
Arguing for Computer Science in the School Curriculum
复制标题
主张学校课程中的计算机科学
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Jason Zagami
中科院分区：
文献类型：
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作者：
A. Fluck;Mary E. Webb;M. Cox;C. Angeli;J. Malyn;J. Voogt;Jason Zagami
计算机科学作为一门学科已有多年，其在学校课程中的地位在多个国家受到了不同的争议。本文着眼于其在三个国家的作用来说明这些差异。建议重新考虑将计算机科学作为中小学教育中的一门独立学科。在 EDUsummIT 2015 上，有人认为将计算机科学作为 K-12 课程中的一门学科的主要理由是经济、社会和文化。本文探讨了这三个基本原理以及帮助课程设计者的慈善矩阵。它还认为，计算机科学正在迅速成为产生新知识的关键，应该作为一个独特的学科或内容领域来教授，特别是在中学。本文最后探讨了在学校课程中实施计算机科学时需要考虑的一些关键问题，以及其作用在未来可能发生的变化。
Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.