Computing Education for Every Student in Secondary Schools

本项目强调使用Scheme解决问题和程序设计的原则。 学生学习以系统的方式解决问题，并能够在许多领域使用这些技能，而不仅仅是计算。 教学方法是基于这样一种信念，即传统的方法，以计算机科学在高中是不合适的，并强调代码生成和连续修改的步骤，是更符合计算机科学从20世纪80年代初。 强调语法规则与当前的方法不一致。 结果过时的方法一直是，中学有小的计算机科学招生和遇到越来越少的兴趣，即使是更数学倾向的学生。该项目是基于介绍计算机科学课程在赖斯大学开发，和PI已经测试了这些方法在高中，发现学生更容易接受和学习更多的计算问题解决。 大约310名参与教师通过东北大学、阿德尔菲大学、布朗大学、犹他州大学和伍斯特理工学院的研讨会学习了一种截然不同、更适用的方法。 向教师介绍新的内容、方法和软件。 维持一个中央网络储存库，供分发和交换之用。 教师获得40小时的接触和广泛的后续活动，并支持加上3个研究生学分。

This project emphasizes the principles of problem solving and program design using Scheme. Students learn to solve problems in a systematic manner and are able to use those skills in many domains, not just computing. The pedagogical approach is based on the belief that the conventional approach to computer science in high school is inappropriate, and, with an emphasis on code generation and successive modification by steps, is more consistent with computer science from the early 1980s. The emphasis on grammar rules is inconsistent with current methods. The results-dated methodologies have been that secondary schools have small computer science enrollments and encounter diminishing interest even by the more mathematically inclined students.The project is based on the introductory computer science curriculum developed at Rice University, and the PIs have tested these methods in high schools and found the students to be more receptive and to learn more about computational problem solving. The approximately 310 participating teachers learn a dramatically different and more applicable approach through workshops at Northeastern University, Adelphi University, Brown University, the University of Utah, and Worcester Polytechnic Institute. Teachers are introduced to the new content, approaches and software. A central Web repository is maintained for distribution and exchange. The teachers receive forty contact hours and extensive follow-up activities and supports plus 3 graduate credits.