How to build a cognitive system of university computer courses with computational thinking as the core to meet the needs of different levels of schools and students with different majors has become the key to the new round of university computer course reform. The following is what I have carefully prepared for you: A brief talk on the cognitive system of college computer courses in computational thinking and calculation. The content is for reference only, welcome to read!

The full text of "Computational Thinking and Computational Process in Cognitive System of College Computer Courses" is as follows:

In recent years, many colleges and universities are carrying out the teaching reform of college computer courses with computational thinking as the core. What to talk about and how to talk about courses is the key to reform, and it is also the most concerned issue for front-line teachers. Different levels of colleges and universities and different majors have different training objectives and professional requirements for university computer courses. Therefore, if we can build a minimum cognitive system of college computer courses, on this basis, let front-line teachers expand the suite according to certain ideas within the framework of training objectives, which can not only solve the problem of "what to say", but also solve the problem of "how to say it".

The college computer course mentioned in this paper refers to the college computer foundation in general education, and the minimum set refers to the minimum requirements of knowledge, ability and thinking that students of different levels and majors need to master. The purpose of writing this paper is to try to build a stable and core cognitive system for college computer basic teaching, so that college computer basic course teaching, like college mathematics and college physics, will become a college general education course to impart knowledge, cultivate application ability and train computational thinking.

1 Re-understanding of computational thinking

As for computational thinking, many articles quoted the definition given by Professor Zhou, director of the Department of Computer Science at Carnegie Mellon University in 2006: Computational thinking is a thinking activity that uses the basic concepts of computer science to solve problems, design systems and understand human behavior. Obviously, with the basic concepts of computer science, it is easy to think that computational thinking is a new thinking form based on computer science, which only exists in computer science. In fact, computational thinking, like other forms of thinking, exists and develops with people's thinking activities. For example, in the Eight Diagrams in the Book of Changes in ancient China, the Yin and Yang in natural phenomena were formally represented by symbols, and then other natural phenomena were calculated according to certain rules or algorithms. This is a typical example of the ancients using computational thinking to solve problems, which fully shows that computational thinking is an ancient form of thinking. In addition, this definition tends to make people think that the calculation process can only be performed by computers. In fact, the "technique" in the Book of Changes is performed by people; Turing's calculation model appeared before the computer, and the calculation process was naturally carried out by people.

Therefore, Professor Zhou redefined computational thinking in 20 10 as a thinking process related to formal problems and their solutions, and its problem-solving representation should be effectively implemented by information processing subjects. The definition is clear and easy to understand, and at the same time, it makes the cultivation of computational thinking operable.

Professor Zhou's redefined computational thinking has four progress points: ① formalization; (2) solving the problem of form; ③ Formal representation of the solution; ④ The formal representation of the solution can be effectively realized. These four progressive points describe the process of solving a problem and point out the methods, steps and requirements of solving the problem with computational thinking.

Based on the above understanding, the author thinks that the definition of computational thinking should refer to the definition of Professor Zhou 20 10. In addition, we should also realize that computational thinking is a complex thinking form in human thinking activities, which is characterized by "formalization, stylization and mechanization". In the process of solving the "formal problem", it is bound to be accompanied by other thinking forms, and computational thinking plays a leading role. For example, the formal representation of problems and the design of "solutions" will inevitably involve mathematical thinking forms such as abstract thinking and logical thinking, as well as engineering thinking forms such as construction, so "computational thinking is the complementarity and integration of mathematics and engineering thinking"; From Professor Zhou's definition of 20 10, it is not difficult to see that the characteristics of computational thinking are "formal and stylized algorithms and mechanical execution of programs". Therefore, while cultivating students' computational thinking, teachers should also improve the cultivation of other forms of thinking, so as to establish comprehensive thinking ability with computational thinking as the "guidance".

2 Re-understanding of the nature of computing

Turing, a British mathematician, believes that calculation is a process in which a calculator or a machine executes instructions from a limited set of symbols on a paper strip extending infinitely from both ends, gradually changes the symbols on the paper strip, and finally obtains a transformation process that meets the predetermined symbol string through finite steps. Simply put, calculation is the transformation of data symbol strings according to certain rules, and the calculation process is the implementation process of rules by people or machines. If the symbolization process of information from nature or human society and the informatization process of information are also regarded as part of the calculation process.

Among them, the calculation from data to new data is a narrow calculation, represented by mathematical calculation; The calculation from information to new information is generalized calculation, represented by computer information processing, such as numerical calculation, symbolic calculation, neural calculation, natural calculation, social calculation, emotional calculation, cloud computing and so on. It's just that the object data or information of calculation are different, the essence and process of calculation are the same, and the thinking form embodied is the same. Corresponding to narrow calculation and generalized calculation, the calculation process can also be divided into narrow calculation process and generalized calculation process. The calculation process mentioned in this paper refers to the generalized calculation process.

3 calculation process and the cultivation of calculation thinking

There are two basic problems in computer science: one is the realization of automatic calculation, and the other is the problem solving based on computer. The process of solving the first problem involves a series of basic concepts, principles and methods of computer science, such as symbolic representation of information, data coding, construction of computing machines, formulation and execution of algorithms and programs for computing rules. The process of solving the second problem lacks the link of machine construction, and it is the solution of various disciplines on the basis of computer. Obviously, the second problem is based on the first one, and the solution of both problems is guided by "Turing calculation" and based on the calculation process; Computational thinking is a form of thinking embodied in the whole calculation process of problem solving. Constructing the cognitive system of university computer course with the main idea of computing process can not only enable students to learn the most basic concepts, principles and methods of computer science, but also enable students to learn the basic ideas of problem solving and experience the thinking process of scientists, thus effectively cultivating students' computing thinking.

4 the minimum set of cognitive systems of computer courses in universities

The cultivation of computational thinking needs to choose the appropriate knowledge carrier, construct the appropriate cognitive system and choose the appropriate teaching methods according to the training objectives. For non-computer majors, due to the "general" and "basic" nature of university computer courses and the limitation of class hours, it is necessary to choose some popular contents to construct a minimum cognitive system.

Constructing the minimum set of college computer cognitive system with cultivating computational thinking as the core and computing process as the main line refers to selecting the content and the presentation order of the content according to the most basic concepts, principles and methods of computer science carried by the computing process. The calculation process includes the realization process of automatic calculation, the problem solving process based on computer, the problem solving process based on application software and the network calculation process in remote data environment. This idea not only embodies two basic problems of computer science, but also embodies people's cognitive process and thinking process. The details are as follows.

1 Overview of Computing and Computers: Information and Data; What is calculation; What is a computer; The process of predecessors' exploration and thinking about computers.

Basic theory: information symbolization includes carry counting system and information coding; Logical operation; Unity of arithmetic operation and logical operation; Physical realization of calculation.

3. Realization of automatic calculation: instructions and programs: von Neumann computer; Storage; Central processing unit; Execution of instructions and programs.

Modern computer system: modern computer hardware system; Modern computer software system.

5. Computer-based problem solving: the basis of problem solving: the basis of algorithm; Algorithm design; Algorithm implementation-programming language and visual computing tool raptor.

6 problem solving based on application software-taking office automation application as an example: word processing; Presentation of manuscripts; Data processing.

7 computer network: what is a computer network; Network communication foundation; Computer networks and connections; Computer network transmission process; Network application; Information and network security.

5 Problems that need to be explained

The above 1 to 4 parts mainly talk about "how to realize automatic calculation", focusing on the basic problem of "how to realize automatic calculation" with the schematic diagram of the calculation process as the main line. The fifth part is mainly based on the calculation machine without application software, and also takes the calculation process as the main line. At the same time, consider the problem according to the four points defined by computational thinking. Note that this part mainly focuses on algorithms rather than programming, and the implementation of algorithms can be realized by raptor. The sixth part can be regarded as problem solving based on computer application software, developed according to the idea of problem solving, focusing on the relatively stable knowledge explanation encountered in the process of designing and solving problem cases, such as the attributes and relationships of objects such as words, paragraphs, pages, directories, headers and footers in word processing; Presentation mode and control of slides and objects in the presentation; Formulas, functions and data analysis in data processing. The seventh part is mainly about the data exchange between computers in different places after the change of computing environment, focusing on the basic problem of "how to connect and exchange".

6 conclusion

Only when front-line teachers fully understand the profound connotation of calculation and computational thinking can they make a difference in the teaching of cultivating computational thinking, effectively organize and display the teaching content, and achieve the best training effect of computational thinking. The above research only reconstructs the existing university computer knowledge system with the calculation process as the main line on the premise of fully understanding calculation and calculation thinking, and the reconstructed knowledge system is only a relatively stable minimum. Due to the different levels of schools, the differences of students' majors and the rapid development of technology, it is necessary to expand the depth and breadth of the cognitive system. As for how to expand the package and what principles to follow, further research is needed. ?