Computing Education for Every Student in Secondary Schools

本项目强调了使用方案解决问题和进行程序设计的原则。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。这种教学方法是基于这样一种信念，即高中计算机科学的传统方法是不合适的，强调代码生成和逐步修改，与20世纪80年代初以来的计算机科学更加一致。对语法规则的强调与当前的方法不一致。结果表明，中学的计算机科学招生人数很少，即使是对数学更感兴趣的学生，也会遇到兴趣下降的问题。该项目基于赖斯大学开发的计算机科学入门课程，PI在高中测试了这些方法，发现学生更容易接受并学习更多关于计算问题解决的知识。大约310名参与的教师通过在东北大学、阿德尔菲大学、布朗大学、犹他大学和伍斯特理工学院的研讨会学习截然不同的、更适用的方法。向教师介绍新的内容、方法和软件。维护一个用于分发和交换的中央Web存储库。教师有40个小时的接触时间和广泛的后续活动和支持，外加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.