基于三维模型的计算思维培养与实践研究——以《宋词情感时空图谱》项目为例

Cultivation and Practical Research on Computational Thinking Based on a Three-Dimensional Model—Taking the Project “Emotional Spatial-Temporal Mapping of Song Ci” as an Example

摘要: 为破解编程教育中思维培养碎片化与学科融合浅表化难题，本研究建构“问题解决–计算思维–项目式学习”三维教学模型，通过五组认知耦合点构建“认知主线–核心要素–实践载体”的动态交互路径。为验证模型有效性，设计跨学科项目《宋词情感时空图谱》(文本分析→Python可视化)。数据显示，教学干预后学生计算思维各维度显著提升，其中评估能力进步最大；滞后序列分析显示“算法实践→效果评估”为核心行为循环。研究表明，该模型为技术赋能与思维发展的双向协同提供了可操作框架，其跨学科实施路径对计算思维教育范式革新具有实践意义。

Abstract: To address the issues of fragmented thinking cultivation and superficial interdisciplinary integration in programming education, this study constructs a “problem-solving - computational thinking - project-based learning” three-dimensional teaching model. It establishes a dynamic interaction path of “cognitive mainline - core elements - practical carrier” through five groups of cognitive coupling points. To evaluate the model’s effectiveness, we designed an interdisciplinary project—the Song Ci Spatio-Temporal Sentiment Atlas—which proceeds from text analysis to Python-based visualization. Data indicate that after teaching intervention, students’ computational thinking improved significantly in all dimensions, with the most remarkable progress in evaluation ability. Lag-sequential analysis reveals that algorithmic practice is consistently followed by effect evaluation, forming the core behavioral cycle. The research demonstrates that this model provides an operable framework for the two-way synergy between technology empowerment and thinking development, and its interdisciplinary implementation path holds practical significance for innovating the paradigm of computational thinking education.