中国高中生计算思维量表研发与应用
Development and Application of a Computational Thinking Scale for High School Students in China
DOI: 10.12677/ae.2026.164749, PDF,    科研立项经费支持
作者: 周培杰, 徐海霞：湖北师范大学人工智能与计算机学院，湖北 黄石；胡建栗, 刘艳平, 陈文琼, 周思思：黄石市第三中学，湖北 黄石
关键词: 计算思维；量表开发；自我效能感；探索性因子分析；验证性因子分析；Computational Thinking； Scale Development； Self-Efficacy； Exploratory Factor Analysis； Confirmatory Factor Analysis
摘要: 本研究基于社会认知理论，整合计算思维的认知操作与自我效能感双维结构，开发了一套适用于我国高中生的本土化计算思维量表。通过文献提取、专家效度检验与项目分析，构建包含分解、抽象、算法、评估、概括等5个认知操作维度和创造力、问题解决、批判性思维、合作等4个自我效能感维度的九因子量表，共45个题项。经探索性因子分析与验证性因子分析，一阶九因子模型拟合优异，各维度信度良好；二阶模型分析表明，认知操作与自我效能感两构念高度相关(r = 0.788)但测量属性存在差异，不宜强制合并为单一因子。多变量方差分析显示，高中生计算思维水平不受性别与年级主效应影响，区域主效应边缘显著(p = 0.025)但效应量极小；编程经验对创造力维度具有促进作用(p = 0.003)，对其他维度无显著影响。
Abstract: Based on social cognitive theory, this study integrated the cognitive operations and self-efficacy dual-dimensional structure of computational thinking to develop a localized computational thinking scale suitable for Chinese high school students. Through literature extraction, expert validity testing, and item analysis, a nine-factor scale was constructed, comprising 45 items across five cognitive operation dimensions (decomposition, abstraction, algorithm, evaluation, and generalization) and four self-efficacy dimensions (creativity, problem-solving, critical thinking, and collaboration). Exploratory factor analysis and confirmatory factor analysis demonstrated excellent fit for the first-order nine-factor model, with good reliability across all dimensions. Second-order model analysis indicated that the two constructs of cognitive operations and self-efficacy were highly correlated (r = 0.788) but exhibited distinct measurement properties, suggesting they should not be forcibly merged into a single factor. Multivariate analysis of variance revealed that high school students’ computational thinking levels were not affected by main effects of gender or grade; a marginally significant regional main effect was observed (p = 0.025) but with negligible effect size. Programming experience showed a facilitative effect on the creativity dimension (p = 0.003) but no significant impact on other dimensions.
文章引用：周培杰, 徐海霞, 胡建栗, 刘艳平, 陈文琼, 周思思. 中国高中生计算思维量表研发与应用[J]. 教育进展, 2026, 16(4): 1041-1051. https://doi.org/10.12677/ae.2026.164749

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