从计算思维到计算参与：美国中小学程序设计教学的社会化转向与启示

Moving from Computational Thinking to Computational Participation: the Social Turn in American K-12 Programming Teaching and Enlightenment

计算思维是近年来特别受关注的话题，国内外组织和学者大多从思维过程的要素分析来界定计算思维的概念。随着Scratch等可视化编程工具和支持编程制品分享的在线社区的兴起，以“社会化转向”为特征的计算参与逐渐成为当下美国中小学程序设计教学实践中培养学生计算思维的新范型。基于计算参与的编程制品、社区和再创作三维框架，该文提出了创设中小学程序设计教学学习环境的新思路，并对单纯由信息素养主导的国内中小学信息技术教育进行了反思和展望。

Computational thinking is a topic of particular concern in recent years. Most domestic， foreign organizations and scholars defined the concept of computational thinking from analyzing the factors including in the thinking process. With the rise of visual programming tools (Scratch) and online communities which support programming products sharing， Computational participation which is characterized by ＂social turn＂ has gradually become the new paradigm of cultivating students' computational thinking in programming teaching in American Primary and secondary school currently. Based on the three dimensional framework (programming artifacts， online communities and remixing) of computational participation， the author proposed a new idea of designing learning environment of programming teaching. Besides， the current information technology education which simply dominated by the concept of information literacy is reflected and prospected.