计算机教育体系CSTA标准

【实例简介】
CSTA标准。对于scratch课程设计有重要指导意义。可以参见不同年龄段的认知水平进行设计
2015-2016 CSTA STANDARDS REVISION TASK FORCE Leadership Deborah seehorn Tammy Pirmann Co-Chair CSta Board of directors past chain Co-Chair Csta Board of directors school district Retired Representative, Springfield Township, PA North Carolina department of public Instruction K-5 Team Todd lash Grade Level lead. K-5 Instructional Coach and Teaching Specialist for Computer Science and Computational Thinking Kenwood Elementary, IL Dylan Ryder Leticia batista Intermediate Division Vicky Sedgwick Kindergarten Teacher Educational Technologist K-8 Technology Teacher Apple distinguished educator McKinna Elementary, OXnard, CA The school at columbia and tech trainer University St Martins Episcopal School, CA 6-8 Team rene lee Grade Level lead 6-8 Research Scientist MITs Scheller Teacher Education Program/Education Arcade, MA Dianne O Grady-Cunniff Instructional Specialist for computer Science and Bryan Twarek Technology Education Computer Science Coordinator San francisco Unified School district Charles county public Schools, MD 9-12 Team Daniel moix Grade Leve/ Lead. 9-12 Arkansas K-12 Computer Science Education Specialist Arkansas School for mathematics, Sciences Arts Julia bell Laura blankenship Associate Professor of Computer Science Chair of computer science and Walters state Community college, TN Interim Dean of Academic Affairs The baldwin school pa Chinma Uche Lori pollock Computer Science and Math Teacher Professor of computer and Information Sciences Greater Hartford Academy of Mathematics and University of Delaware Science and CrEc s academy of Aerospace and Engineering, CT CSTEACHERS ORG Association for acm, Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION ACKNOWLEDGEMENTS The 2015-2016 CSta K-12 CS Standards review Task Force Co-Chairs gratefully acknowledge the pioneers in K-12 computer science education who contributed to the revision of the CstA K-12 CS Standards. The groups listed below graciously shared their time and expertise with the task force members, thereby providing inspiration and guidance as the revisions took place. We salute you for your dedication to K-12 computer science education and appreciate your collaborative spirit 2015-2016CsTA K-12 CS Standards Revision task force members CSTA Membership Community Achieve Code. org K-12 CS Framework Florida Department of Education Maryland CS Matters Steering Committee Washington Department of Education and University of Washington CS Faculty Anthony Owen, Arkansas Department of Education Jim stanton masscaN Volunteer Reviewers, including o Chris Stephenson o Deepa muralidhar o Sheena vaidyanathan Debbie carter We also wish to extend our heartfelt gratitude to Google, one of CStA's most supportive partners. Thank you for providing us with the capacity to work on this mportant project. We are grateful for your contributions and support DEDICATION The 2015-2016 Csta Standards revision Task Force dedicates this revision of the CSTA K-12 Computer Science Standards to our friend and colleague, Karen Marie Putman Karen was an ardent supporter of CSta and the csta K-12 CS standards. She was a Computer Science teacher at the University of Chicago Computer Science educators, transitioning from teaching German to teaching Logo Laboratory School, where she had taught for 45 years. She was one of the earliest K- Programming Karen enthusiastically joined the 2015-2016 CSta Standards Revision Task Force in early September 2015. She was serving as the K-5 Grade Level Lead on the task force at the time of her sudden and untimely death We have lost a special CS educator who had much history and knowledge in the field of K-8 CS education The task force members wish to dedicate these standards in memory of Karen, who would have loved to see the standards come to fruition CSTEACHERS ORG Association for acm), Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION TABLE OF CONTENTS EXECUTIVE SUMMARY 6 INTRODUCTION,,… ■□m Purpose& Objectives Revision process Implementation Challenges Conclusion INTERIM CSTA K-12 COMPUTER SCIENCE STANDARDS Level 1(Grades K-5) Level 2 (Grades 6-8) 15 Level3A( Grades9-10)…… Level 3B(Grades 11-12) 25 APPENDXA: GLOSSARY OF TERMS…,………………31 APPENDIX E: LEGEND FOR STANDARDS IDENTIFIERS,,………39 CSTEACHERS ORG acm Association for Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION EXECUTIVE SUMMARY Although the recent flurry of activity and exposure around computer science(Cs education has increased visibility in recent years, the general public, administration, and most legislators are not as well educated about Cs as they should be, and a serious shortage of information about computer science exists at all levels and may continue into the foreseeable future. The [Interim] csta K-12 Computer Science Standards aim to help address these problems. They provide a guide within which state departments of education and school districts can revise their curricula to better address the need to educate young people in this important subject area These interim standards provide a three- level guide for computer science. The first two levels are aimed at grades K-5 and 6-8, respectively It is expected that the learning outcomes in Level 1(K-5)will be addressed cross-curricularly, that is, in the context of other academic subjects. The learning outcomes in Level 2(6-8) may be addressed either cross-curricularly or in discrete computer science courses. Level 3 is divided into two separate levels. Level 3A (9-10) represents what all students should know and be able to do by the time they graduate high school Level 3b (11-12) represents the progression of learning for students who express an interest in further study of computer scIence We believe that computational thinking is a problem solving methodology that expands the realm of computer science into all disciplines, providing a distinct means of analyzing and developing solutions to problems that can be solved computationally With its focus on abstraction, automation, and analysis, computational thinking is a core element of the broader discipline of computer science and for that reason it is interwoven through these computer science standards at all levels of K-12 learning These recommendations are not made in a vacuum We understand the serious constraints under which school districts are operating and the uphill battle that computer science faces in the light of other priorities, as well as time and budget constraints Many follow-up efforts are still needed, however, to sustain the momentum we hope these standards will generate. Teacher professional development, curriculum innovation, in-class testing, textbook and website development, and dissemination are but a few of the challenges We hope these standards will serve as a catalyst for widespread discussions and the initiation of many projects that can take the evolution of K-12 computer science to the next level. We invite you to read the entire document, and then to take part in this discussion in a way that mutually benefits both you and the K-12 education community More information about ongoing activities to support computer science education in K- 12canbefoundathttp://www.csteachers.org 6 CSTEACHERS ORG Association for acm), Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION INTRODUCTION Purpose objectives The purpose of this document is to set forth, at all stages of their learning the knowledge and skills that students must have to enable them to thrive in this new global information economy. It defines a set of national standards for K-12 computer science and suggests steps that will be needed to enable their wide implementation. It is intended to introduce the principles and methodologies of computer science to all students, whether they are college bound or career bound after high school. The interim standards outlined in this document address the entire K-12 range. they complement existing K-12 computer science and IT curricula where they are already established, especially the advanced placement(AP)computer science curricula(AP, 2010). Additionally, the standards complement existing curricula in other disciplines The Interim K-12 CS Standards are intended to 1. introduce the fundamental concepts of computer science to all students, beginning at the elementary school level present computer science at the secondary school level in a way that will be both accessible and worthy of a computer science credit, or, for the Level 3B courses, as a required graduation credit for math or science 3. ofter additional secondary-level computer science standards that will allow interested students to study facets of computer science in depth and prepare them for entry into a career or college 4. increase the knowledge of computer science for all students, especially those who are members of underrepresented groups Revision process All drafts of this report have been informed by feedback from many sources; we hope that this interim draft will receive widespread dissemination and continued scrutiny from everyone who has interests or experience in K-12 computer science education. To that end, these standards are published online, along with feedback that has been actively sought from many professional organizations, curriculum experts, and community members. For more information on the process, please visit the CSta website athttp://www.csteachers.org/cstastandards We recognize that many of the recommendations in this report are ambitious but we believe that they are critical to ensuring that students achieve the necessary level of knowledge, skills, and experience We offer this work as a comprehensive and coherent set of standards--an ideal toward which many districts can evolve over time. This report thus provides a catalyst for a long-term process. It defines the What" from which the how"can follow during the next several vears Implementation Challenges Teaching any subject effectively depends on the existence of sound learning standards for students explicit teacher certification standards, appropriate teacher professional development programs, and effective curricular materials. K-12 computer science education faces unique challenges along these lines For schools to widely implement these standards, work is needed in three important areas: teacher preparation, state-level content standards, and curriculum materials development. In addition, persons in local and state leadership positions must acknowledge the importance of computer science education for the future of our society. States and accrediting organizations should make this a factor in overall school accreditation. Some states have begun to establish computer science content standards define models for teacher certification, provide in-service professional development in computer science, and experiment with developing new curricular materials. However, a much wider and continued effort and commitment are required 7 CSTEACHERS ORG Association for acm, Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION Improving computer science education is a significant challenge that will require attention and interventions from multiple institutions. Professional organizations in computer science can make an important contribution. CSTA, for example, is a professional organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides a large number of programs that include the development and dissemination of learning resources, the provision of professional development, and advocating for state and federal level policies to improve computer science education. Other organizations, such as ACM, the IEEE Computer Society, institutions of higher education, and national and local teacher organizations, can also work toward addressing these issues in K-12 computer science education Industry is also deeply affected by pipeline issues and the need to produce workers who have the skills needed to support and build the technology tools of the future. It is therefore in their best interest to contribute significantly to improving access and quality of computer science courses in K-12 Conclusion Computer science education is a dynamic discipline. This document serves as an interim draft document and represents changes to the previous standards in order to address recent changes in the computer science education landscape. The launch of the -12 CS Framework, the Maker movement and a national focus on cybersecurity are just some of the changes that are still in motion during this documents release Due to rapid growth and changes in our field computer science standards cannot be static. These standards must be reviewed and updated on a regular basis, and not considered complete and finalized. CSTA iS committed to an inclusive, iterative process that allows multiple drafts and revisions of the csta K-12 CS Standards. CSTA is one of several supporters of the K-12 CS Framework project. The Standards influence the Framework and the Framework influences the Standards For moreinformationvisitthecstaStandardsfaqatwww.csteachers.org/2016standards It is not an exaggeration to say that our lives depend upon computer systems and the people who maintain them to keep us safe on the road and in air, help physicians diagnose and treat health care problems, and play a critical role in the design of new drug therapies. A fundamental understanding of computer science enables students to be both educated users of technology and innovators capable of designing computing systems to improve the quality of life for everyone We understand that many obstacles lie in the way of the ideal of a K-12 computer science education for all students. How will room be found in the jam-packed curriculum? How will qualified teachers be recruited trained and credentialed? In the world of standards-centric evaluation of schools should computer science support existing standards, or should new ones be designed for computer science? These and other questions and challenges are significant, but so are the benefits-to students and to society-of computer science finding its rightful place as a component of high-quality education for all students CSTEACHERS ORG Association for acm), Computing Machinery COMPUTER SCIENCE TEACHERS ASSOCIATION INTERIM 2016 CSTA K-12 CS Standards Level 1(Grades K-5) The 2011 CSta K-12 CS Standards were categorized into five conceptual strands(Computational Thinking, Collaboration, Computing Practice Programming Computer Communication Devices; and Community, Global ethical Impacts). The Interim 2016 CSTA K-12 Cs Standards are categorized into five concepts of the K-12 CS Framework, which is currently under development (computing Systems, Networks and the internet, algorithms and programming, Data and Analysis, and Impacts of Computing There is some overlap between strands and concepts, but they are not identical Grades Identifier Interim CSTA K-12 CS Standard Framework Framework Concept Practice K-2 IA-A-7-1 Give credit when using code, music, or pictures(for example)that were created by others Algorithms and Communicating Programs about computing Construct programs, to accomplish a task or as a means of creative expression, which Algorithms and Creating K-2 1A-A-5-2 include sequencing, events, and simple loops, using a block-based visual programming Computational language, both independently and collaboratively(e.g, pair programming) Programs Artifacts Plan and create a design document to illustrate thoughts, ideas, and stories in a Creating K-2 1A-A-5-3 sequential(step-by-step)manner(e.g, story map, storyboard, sequential graphic Algorithms and Computational Programs organizer) Artifacts Use numbers or other symbols to represent data(e.g, thumbs up/down for yes/no, color K-2 1A-A-44 by number, arrows for direction, encoding/decoding a word using numbers or Algorithms and Developing and pictographs) Programs Using Abstractions Recognizing and 1A-A-3-5 Decompose(break down) a larger problem into smaller sub-problems with teacher Algorithms and 2 Detining guidance or independently Programs Computational Problems Recognizing and K-2 1A-A-3-6 Categorize a group of items based on the attributes or actions of each item,with or Algorithms and Defining without a computing device Programs Computational Problems 9INTERIM CSTA K-12 Cs Standards: Level 1 CSTEACHERS ORG 」uy2016 COMPUTER SCIENCE TEACHERS ASSOCIATION INTERIM 2016 CSTA K-12 CS Standards Level 1(Grades K-5) The 2011 CSta K-12 CS Standards were categorized into five conceptual strands(Computational Thinking, Collaboration, Computing Practice Programming Computer Communication Devices; and Community, Global ethical Impacts). The Interim 2016 CSTA K-12 Cs Standards are categorized into five concepts of the K-12 CS Framework, which is currently under development (computing Systems, Networks and the internet, algorithms and programming, Data and Analysis, and Impacts of Computing There is some overlap between strands and concepts, but they are not identical Grades Identifier Interim CSTA K-12 CS Standard Framework Framework Concept Practice Construct and execute algorithms(sets of step-by-step instructions) that include Recognizing and K-2 1A-A-3-7 sequencing and simple loops to accomplish a task, both independently and Algorithms and Defining collaboratively, with or without a computing device Programs Computational Problems K-2 1A-A-6-8 Analyze and debug(fix)an algorithm that includes sequencing and simple loops, with or Algorithms and without a computing device Programs Testing and Refining 1A-C-7-9 Identify and use software that controls computational devices( e.g., use an app to draw Computing Communicating on the screen, use software to write a story or control robots) Systems about Computing Use appropriate terminology in naming and describing the function of common computing K-2 1A-C-7-10 devices and components(e.g, desktop computer, laptop computer, tablet device Computing Communicating Systems monitor, keyboard, mouse, printer) bout Computing dentify, using accurate terminology simple hardware and software problems that may K-2 1A-C-6-11 occur during use(e.g, app or program not working as expected, no sound, device won't Computing Testing and Refining turn on) ystems MA-D-7-12 Collect data over time and organize it in a chart or graph in order to make a prediction Communicating Data and Analysis About Computing 1A-D-4-13 Use a computing device to store, search, retrieve, modify and delete information and Developing and define the information stored as data Data and Analysis Using Abstractions K-2 1A-D-4-14 Create a model of an object or process in order to identify patterns and essential Developing and elements(e.g. water cycle, butterfly life cycle, seasonal weather patterns) Data and Analysis Using abstractions 10INTERIM CSTA K-12 Cs Standards: Level 1 CSTEACHERS ORG 」uy2016 COMPUTER SCIENCE TEACHERS ASSOCIATION 【实例截图】
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