FADE-CTP：一个用于分析与设计教育型计算思维问题的框架
FADE-CTP: A Framework for the Analysis and Design of Educational Computational Thinking Problems
AI总结：
本文提出 FADE-CTP 框架，通过刻画计算思维问题的组成特征并关联 CT 能力目录，支持现有问题分析与面向特定技能的新问题设计。
摘要：
近年来，由于数字化进程加速，人们对计算思维（CT）的重视程度不断提高。尽管大多数研究者都专注于界定 CT 以及开发用于其教学和评估的工具，但我们关注的是计算思维问题（CTPs）——即需要运用 CT 才能解决的活动——的特征，以及这些特征如何影响学生能够发展的技能。本文提出了一个综合框架，通过识别具体组成部分和特征来系统地刻画 CTPs，同时在这些属性与结构化的 CT 能力目录之间建立联系。该框架的目的包括：（i）促进对现有 CTPs 的分析，以根据其内在特征确定哪些能力能够得到发展或测量；（ii）通过概述激活 CT 所需的必要特征，指导针对特定技能的新型 CTPs 设计。为说明该框架的功能，我们首先分析文献中的典型活动，这一过程促成了跨多个领域的 CTPs 分类法的定义；最后，我们以一个案例研究收尾，内容是在不同认知环境中设计这些活动之一——Cross Array Task（CAT，交叉阵列任务）——的不同版本。该方法使人们能够理解不同情境中的 CTPs 如何展现出独特且反复出现的特征，而这些特征会促进不同技能的发展。总之，该框架可为评估工具的开发提供参考，改进教师培训，并促进对现有 CT 活动的分析与比较，从而有助于更深入地理解能力激活，并指导 CT 教育中的课程设计。
英文摘要：
In recent years, the emphasis on computational thinking (CT) has intensified as an effect of accelerated digitalisation. While most researchers are concentrating on defining CT and developing tools for its instruction and assessment, we focus on the characteristics of computational thinking problems (CTPs) - activities requiring CT to be solved - and how they influence the skills students can develop. In this paper, we present a comprehensive framework for systematically profiling CTPs by identifying specific components and characteristics, while establishing a link between these attributes and a structured catalogue of CT competencies. The purposes of this framework are (i) facilitating the analysis of existing CTPs to identify which abilities can be developed or measured based on their inherent characteristics, and (ii) guiding the design of new CTPs targeted at specific skills by outlining the necessary characteristics required for CT activation. To illustrate the framework functionalities, we begin by analysing prototypical activities in the literature, a process that leads to the definition of a taxonomy of CTPs across various domains, and we conclude with a case study on the design of a different version of one of these activities, the Cross Array Task (CAT), set in different cognitive environments. This approach allows an understanding of how CTPs in different contexts display unique and recurring characteristics that promote the development of distinct skills. In conclusion, this framework can inform the development of assessment tools, improve teacher training, and facilitate the analysis and comparison of existing CT activities, contributing to a deeper understanding of competency activation and guiding curriculum design in CT education.
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