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关键词： 计算机科学教育   教育公平   教育政策   基础教育   教师专业发展  

摘要： 为推动美国联邦政府重视计算机科学教育的发展质量,构建有制度保障的计算机科学教育体系,实现计算机科学教育的远景发展目标,美国相关专业研究组织联合发布年度《计算机科学教育报告》,旨在为政策制定者、倡导者和教育实践者提供改革的依据和思路,以期缩减计算机科学教育中的现存差距,有效解决计算机科学教育中的诸多问题。通过梳理2020—2022年《计算机科学教育报告》的核心内容,采用内容分析法,分别从计算机科学教育的目标旨向、九项政策、五项原则、实践情况、课程建设等方面进行深入分析,进而引发对我国基础教育阶段信息科技教育发展的一些主动思考:强调目标引领,倡导多方合作;注重持续跟踪,强化数据治理;鼓励融合创新,加强课程建设;重视教师发展,给予全面支持。

关键词： 计算机专业   1+X教学模式   改革   实践  

摘要： 国家积极倡导中职院校以培养专业技能型人才为根本目标,深化转型,因此衍生出多种教学模式,如产教融合、校企合作等,为中职学校育人工作指明了方向。1+X证书的教学模式是中职院校在产教融合、理实一体化教学等模式的基础上的延伸,它更加能够满足新时期中职院校的教育形势,并能够培养学生的创新创造意识,提升了学生的竞争力,为学生日后的发展奠定坚实的基础。本文就计算机专业1+X教学模式的改革与实践进行分析与探讨,以供参考。

关键词： 一流本科专业   成果导向   双导师制   应用型   协调育人  

摘要： 随着国家一流本科专业建设持续推进,探索地方院校一流本科专业学士学位人才培养模式尤为重要。建立基于成果导向的严进严出的学位毕业导向制度:毕业论文(设计)采用学校与企业双导师负责制,做到真题真做;构建立体式、全过程、四轨同道的育人模式;完善紧跟新技术发展和交叉应用的专业课程体系;建设深入产业链和创新链的实践教学项目,打造与新技术同步更新的实践教学金课,推动专业实践教学改革;融合高校、企业、政府、地方、行业多方协同育人的一流本科专业培养模式,以推动地方院校一流本科专业人才培养。改革实践表明,学生在创新应用能力、毕业论文真题真做等方面取得较好成绩。

摘要： How do we ensure that the next generation of technologists creates computing products that are accessible to people with disabilities? As Computer Science educators, this means raising students' basic awareness and literacy about Accessibility principles and teaching more advanced software design principles so that students are empowered to design hardware and software products that can be used effectively by people who have difficulty reading a computer screen, hearing computer prompts, or controlling the keyboard, mouse, or touchscreen, and more. Accessibility is directly relevant to any course involving human-facing applications such as web and mobile development, software engineering, and human-computer interaction.

关键词： Indexes   Search problems   Probabilistic logic   Optimization   Proteins   Computer science   Uncertainty   Graph queries   influential community search   network analysis   uncertain graphs  

摘要： Influential community search aims to find cohesive subgraphs (communities) with considerable influence. It is a fundamental graph management operator that can play a crucial role in biological network analysis, activity organization, and other real-life applications. Existing research on influential community search is mainly focused on deterministic graphs with the assumption that influences between entities are certain. This assumption is invalid in many cases because it ignores the uncertainty which is an inherent property of influence. Against this backdrop, in this paper, we introduce an uncertain influential community model, namely (k, n)-influential community, based on which the influential community search problem over uncertain graphs is formulated. Furthermore, we propose an online approach by integrating a peeling-pruning strategy that can progressively refine the given uncertain graph to find the (k, n)-influential communities. To further improve the search performance, two novel indexes, ICU-Index and FICU Index, are developed to organize the (k, n)-influential communities at different probabilistic intervals. The indexes decompose the probabilistic interval into multiple subintervals and based on this, the (k, n)-influential communities are divided into different groups in turn. Compared with ICU-Index, FICU-Index requires considerably less space with the introduction of two optimization strategies. These indexes help obtain results of an influential community search problem more efficiently. Extensive experiments on large real and synthetic datasets demonstrate the efficiency and effectiveness of our proposed algorithms.

关键词： 后疫情时代   高校   管理服务育人  

摘要： 新冠疫情给高校思想政治工作带来了巨大挑战和机遇。进入后疫情时代,推进高校管理服务育人工作创新是实现师生安全和立德树人相统一的现实之需、挖掘抗疫精神和发挥育人价值相统一的应然之义、抓住时代契机和培养创新人才相统一的必然之举。为了开启后疫情时代“三全育人”新局面,电子科技大学计算机科学与工程学院打造了基于制度建设、队伍建设和网络平台建设“三位一体”的管理服务育人新模式,对推进后疫情时代高校思想政治工作具有一定的借鉴意义。

摘要： We describe the use of the Wheaton College's Makerspace through three example projects in three different courses: Computer Organization and Assembly Language, Theory of Computation, and a student-defined Independent Study. The two regular courses show how a Makerspace project can be incorporated into a traditional computer science class, while the Independent Study shows how a group of computer science students can use such resources to facilitate their own service-learning projects. In each case, the projects enhance traditional course skills by adding real-world and/or interdisciplinary components.

摘要： Computer Science is being taught in more K-12 classrooms nationwide than ever before. Teachers must have the tools and be trained to assess student understanding and ability. The lack of high quality, readily available assessments makes the problem even more difficult. Our research uses a concept map task as a classroom assessment. The task can be administered online and is scored structurally by a computer program. The study uses *** CS Discoveries Units 2 and 3 in two different classrooms: one with a teacher at an urban school who was newly trained in computer science and the other with a veteran computer science teacher at a suburban school. We found evidence of correlation between the traditional assessments and the scores generated by the concept map task. Alternative assessment methods benefit all students. With our results we believe that our assessment is a practical complement to other irreplaceable forms of assessment such as writing code.

关键词： Clustering algorithms   Machine learning algorithms   Machine learning   Computer science   Clustering methods   Task analysis   Shape   Data clustering   density peaks   imbalanced data   multiple centers  

摘要： Imbalanced data clustering is a challenging problem in machine learning. The main difficulty is caused by the imbalance in both cluster size and data density distribution. To address this problem, we propose a novel clustering algorithm called LDPI based on local-density peaks in this study. First, an initial sub-cluster construction scheme is designed based on a 3-dimensional (3-D) decision graph that can easily detect the initial sub-cluster centers and identify the noise points. Second, a sub-cluster updating strategy is designed, which can automatically identify the false sub-cluster centers and update the initial sub-clusters. Third, a sub-cluster merging scheme is designed, which merges the updated initial sub-clusters into final clusters. Consequently, the proposed algorithm has three advantages: 1) It does not require any input parameters;2) It can automatically determine the cluster centers and number of clusters;3) It is suitable for imbalanced datasets and datasets with arbitrary shapes and distributions. The effectiveness of LDPI is demonstrated experimentally and the superiority of LDPI is identified by comparison with 5 state-of-the-art algorithms.

关键词： Assessment   Computer science   Early childhood   Coding  

摘要： TechCheck is an assessment of Computational Thinking (CT) for early elementary school children consisting of fifteen developmentally appropriate unplugged challenges that probe six CT domains. The first version of TechCheck showed good psychometric properties as well as ease of administration and scoring in a validation cohort of 768 children between 5 and 9 years of age. To increase sensitivity and reduce possible ceiling and floor effects, grade-specific versions of TechCheck (K, 1, 2) were subsequently created. In the present study, we explored how CT skills could be compared across grades when grade-specific versions of TechCheck are administered. First, we examined TechCheck raw score distributions and responses within CT domains in a representative sample of students from the three grades. Grade-specific Z-scores and percentile rankings were then calculated. To show utility of this normalization system, we used percentiles to compare CT outcomes between first and second graders who participated in a ScratchJr coding educational intervention. While TechCheck change scores suggested an unexpected 42.74% difference in CT outcomes between first and second grade, application of the normative scoring system indicated a more plausible 5.17 percentile rank difference between grades. Normative analysis may provide a more meaningful way to compare results across grades when grade-specific versions of TechCheck are used. Implications for the future use of the TechCheck CT assessments are discussed.