摘要
在数字化转型背景下,传统计算思维培养模式因重技能训练、教学工具静态化等问题,难以适应高阶思维能力发展需求。文章基于最近发展区理论和人机协同教育范式,探索计算思维培养新路径,创新提出“三重四类”认知教学支架框架。通过教学实践,该框架构建了人机协同共育计算思维的可操作性指导范式,能有效提升学生的计算思维能力,进而为其终身学习能力发展奠定基础,助力计算思维培养从技能训练向认知建构升级。
Against the backdrop of digital transformation,traditional computational thinking(CT)cultivation models,due to overemphasis on skill training and static teaching tools,struggle to meet the demands of developing higher-order thinking skills.Based on the Zone of Proximal Development(ZPD)theory and the human-machine collaboration educational paradigm,this study explores new pathways for CT cultivation.It innovates a“Three-Source and Four-Category”cognitive teaching scaffolding framework.Through teaching practice,this framework has developed an feasible guiding paradigm for the collaborative cultivation of CT by humans and machines.It can effectively enhance students’CT competence,thereby laying a foundation for the development of their lifelong learning abilities and facilitating the upgrading of CT cultivation from mere skill training to cognitive construction.
作者
李祁
杜晶
张杰
LI Qi;DU Jing;ZHANG Jie(School of Basic Sciences for Aviation,Naval Aviation University,Yantai 264001,China)
出处
《军事高等教育研究》
2026年第1期34-41,共8页
Journal of Military Higher Education Research
基金
海军航空大学AI赋能教育教学改革研究与实践项目(JGXM-HD2025024)。
关键词
计算思维
最近发展区
AI认知教学支架
人机协同
computational thinking
zone of proximal development(ZPD)
AI cognitive teaching scaffolding
human-AI collaboration
