【譯題】制定成功之路：美國STEM教育戰(zhàn)略（五）

Pathways to Success（Ⅲ）

Build Computational Literacy

Society has been wholly transformed by digital devices and the internet. Fully and safely benefiting from this pervasive technology requires at least a basic level of understanding， or “digital literacy”.In STEM education， as in other areas of our lives， computation and communication technologies are constantly evolving and creating challenges to the traditional when， where， and what of learning. In both formal and informal settings， and across multiple learning levels， educational technology can improve learning.

This pathway includes strategies for connecting people， accessing knowledge， and building high- demand job skills. It also highlights the important research and development challenge of how to both harness the benefits of digital technology and equip Americans of all ages and backgrounds to be critical and ethical consumers and producers of data and digital communication. There are three objectives under this pathway：

●Promote Digital Literacy and Cyber Safety

Just as literacy was a critical skill that led to better opportunities in previous centuries， digital literacy is critical for people to be successful in today’s society. Strong digital literacy and cyber safety skills complement all levels of STEM education， contributing to the attainment of universal STEM literacy， as well as laying a strong foundation for the STEM workforce of the future. Of particular importance for workforce development is the need to train future STEM workers in digital ethics and digital privacy around the use of data.

Key Federal actions needed to achieve this objective include：

·Partner across Federal agencies and between Federal agencies and other stakeholders to promote digital fluency and cyber safety practices at all levels， including professional development programs for educators.

·Conduct and support fundamental and applied research on the human dimensions of cyber safety and disseminate promising practices.

·Support education and training in digital ethics and data privacy for STEM researchers from undergraduate through graduate education.

●Make Computational Thinking an Integral Element of All Education

One often-cited definition of computational thinking （CT） is the thought processes involved in formulating problems and their potential solutions in ways that the solution can be effectively carried out by an information-processing agent （human or machine， or more generally， by a combination of both）.

A firm grounding in computational thinking， including through CS education， will help build a more STEM-literate public. Educating learners from an early age to think analytically about problems fosters useful skills they can carry with them throughout their lives. Changes in the modern workplace require a workforce able to fill jobs using technologies and in newly emerging fields that did not exist just a few years ago.

Key Federal actions needed to achieve this objective include：

·Increase the number of Federal funding and partnership opportunities that include computational thinking as a selection criterion.

·Support research and disseminate best practices on effective methods for teaching computational thinking and computer science to young children as part of the STEM curriculum.

·Identify and share education practices and curriculum materials that are effective at developing computational thinking.

●Expand Digital Platforms for Teaching and Learning

A growing number of educational institutions and organizations now offer open online courses， distance learning technologies， mobile learning applications， and a variety of other digital learning platforms. In particular， simulation-based games， mobile platforms， virtual environments， and augmented reality tools can heighten curiosity and increase learner engagement. Digital platforms for teaching and learning can support diversity and inclusion in STEM education as well， by providing more equitable access to STEM learning opportunities.

Key Federal actions needed to achieve this objective include：

·Expand research on and support for development of curricula using digital tools and universal design principles.

·Sponsor， participate in， and/or encourage workshops， hack-a-thons， and other activities that bring together communities of practice and train STEM educators on how to most effectively use digital tools and learning models.

·Identify and prioritize support for practices and learning models for distance learning that most effectively reach underserved and rural populations.

通往成功的道路（三）

培養(yǎng)公民的計算素養(yǎng)

信息技術(shù)徹底改變了當(dāng)今社會。充分和安全地受益于這種普及的技術(shù)至少需要一個基本的理解水平，或“數(shù)字素養(yǎng)”。在STEM教育中，就像在我們生活的其他領(lǐng)域一樣，計算和通信技術(shù)不斷發(fā)展，對傳統(tǒng)的學(xué)習(xí)時間、地點(diǎn)和內(nèi)容構(gòu)成了挑戰(zhàn)。在正式和非正式的環(huán)境中，以及在不同的學(xué)習(xí)層次上，教育技術(shù)都可以改善學(xué)習(xí)。

這一路徑包含為連接人員、獲取知識和建立高需求工作技能的策略。它還強(qiáng)調(diào)了重要的研究和開發(fā)挑戰(zhàn)，即如何利用數(shù)字技術(shù)的優(yōu)勢，并使所有年齡和背景的美國人都具備成為數(shù)據(jù)和數(shù)字通信的關(guān)鍵和道德消費(fèi)者、生產(chǎn)者的能力。為此還專門提出三個子目標(biāo)：

●加強(qiáng)信息素養(yǎng)培養(yǎng)和網(wǎng)絡(luò)安全教育

正如在過去的幾個世紀(jì)里，識字是帶來更好機(jī)會的關(guān)鍵技能一樣，數(shù)字素養(yǎng)對人們在當(dāng)今社會取得成功至關(guān)重要。強(qiáng)大的數(shù)字素養(yǎng)和網(wǎng)絡(luò)安全技能補(bǔ)充了各級科技教育，有助于實現(xiàn)普及科技教育，并為未來的科技教育工作者奠定堅實的基礎(chǔ)。對勞動力發(fā)展特別重要的是，有必要培訓(xùn)STEM未來的員工，讓他們了解數(shù)字倫理和數(shù)據(jù)使用方面的數(shù)字隱私。

為了實現(xiàn)這個目標(biāo)，聯(lián)邦政府需要：

·聯(lián)邦機(jī)構(gòu)之間以及聯(lián)邦機(jī)構(gòu)和其他利益相關(guān)者之間的合作伙伴，在各個層面促進(jìn)數(shù)字流暢性和網(wǎng)絡(luò)安全實踐，包括面向教育工作者的專業(yè)發(fā)展計劃。

·開展和支持關(guān)于網(wǎng)絡(luò)安全的人這一層面的基礎(chǔ)和應(yīng)用研究，并傳播有前景的做法。

·支持STEM研究人員在數(shù)字倫理和數(shù)據(jù)隱私方面的教育和培訓(xùn)。

●推進(jìn)計算思維融入所有學(xué)科

計算思維一個經(jīng)常被引用的定義是，以一種信息處理代理有效地執(zhí)行解決方案的方式形成問題及其潛在解決方案的思維過程。

計算思維的堅實基礎(chǔ)，將有助于建立更懂STEM教育的公眾。從小教育學(xué)習(xí)者對問題進(jìn)行分析性思考，培養(yǎng)一個他們一生都可以受益的有用技能?，F(xiàn)代工作場所的變化要求勞動者們能夠利用技術(shù)和新興領(lǐng)域來填補(bǔ)工作崗位。

為了實現(xiàn)這個目標(biāo)，聯(lián)邦政府需要：

·增加聯(lián)邦資助和合作機(jī)會的數(shù)量，將計算思維作為選擇標(biāo)準(zhǔn)。

·作為STEM課程的一部分，支持研究和傳播有關(guān)有效方法的最佳實踐，以便向幼兒教授計算思維和計算機(jī)科學(xué)。

·識別和分享在發(fā)展計算思維方面有效的教育實踐和課程材料。

●擴(kuò)大數(shù)字化教與學(xué)平臺應(yīng)用

越來越多的教育機(jī)構(gòu)和組織現(xiàn)在提供開放的在線課程、遠(yuǎn)程學(xué)習(xí)技術(shù)、移動學(xué)習(xí)應(yīng)用和各種其他數(shù)字學(xué)習(xí)平臺。特別是基于模擬的游戲、移動平臺、虛擬環(huán)境和增強(qiáng)現(xiàn)實工具可以增強(qiáng)好奇心，提高學(xué)習(xí)者的參與度。通過提供更公平地獲取STEM學(xué)習(xí)的機(jī)會，數(shù)字教學(xué)平臺也可以支持STEM教育的多樣性和包容性。

為了實現(xiàn)這個目標(biāo)，聯(lián)邦政府需要：

·擴(kuò)大使用數(shù)字工具和通用設(shè)計原則開發(fā)課程的研究和支持。

·贊助、參與和鼓勵研討會、創(chuàng)客活動和其他活動，這些活動將實踐社區(qū)聚集在一起，并就如何最有效地使用數(shù)字工具和學(xué)習(xí)模式對STEM教育工作者進(jìn)行培訓(xùn)。

·確定并優(yōu)先支持最有效惠及服務(wù)不足和農(nóng)村人口的遠(yuǎn)程學(xué)習(xí)實踐和學(xué)習(xí)模式。