标题： 我们需要在学科课程中有效整合计算技能 显示英文标题

标题： We Need to Effectively Integrate Computing Skills Across Discipline Curricula

摘要： 计算在广泛的学科和跨学科问题领域中日益成为创新的核心。 来自非计算学科的学生需要将复杂的计算技能和方法应用到生物学、语言学和艺术等多样化领域。 此外，计算在“重大的地缘政治事件”中发挥着关键作用，例如包括美国在内的多个国家的选举，并正在改变人们的“工作、协作、沟通、购物、用餐、旅行、获取新闻和娱乐，以及简单地生活”的方式。 然而，传统的计算课程未能为非计算学科的学生提供必要的计算技能——即使他们能进入由计算机科学专业学生挤满的课堂。 当今学术界面临的一个紧迫问题是：我们如何有效地将对学科有用的计算技能整合到学科课程中？ 我们提倡一种方法，即在学科X的课程中包含与该课程学习成果相关的计算内容，正如该学科从业者所使用的那样。 我们将与学科X课程相关的计算技能称为“一盎司计算技能”，以强调我们对该课程应整合的计算量的信念。 在本文中，我们概述了关于开发学科课程的“一盎司计算技能”以及评估所开发的“一盎司计算技能”的见解。 主要观点是，目标必须是促进学生在其学科中的进步，只有学科专家才能告诉我们计算在该学科中是如何被使用的。 计算机科学家知道如何教授计算，但课程不能围绕计算机科学的价值观进行。 学科价值观是最重要的。 显示英文摘要

摘要： Computing is increasingly central to innovation across a wide range of disciplinary and interdisciplinary problem domains. Students across noncomputing disciplines need to apply sophisticated computational skills and methods to fields as diverse as biology, linguistics, and art. Furthermore, computing plays a critical role in "momentous geopolitical events", such as elections in several countries including the US, and is changing how people "work, collaborate, communicate, shop, eat, travel, get news and entertainment, and quite simply live". Traditional computing courses, however, fail to equip non-computing discipline students with the necessary computing skills - if they can even get into classes packed with CS majors. A pressing question facing academics today is: How do we effectively integrate computing skills that are useful for the discipline into discipline curricula? We advocate an approach where courses in discipline X include the computing relevant to the learning outcomes of that course, as used by practitioners in X. We refer to the computing skills relevant to a course in discipline X as an "ounce of computing skills", to highlight our belief regarding the amount of computing to be integrated in that course. In this article, we outline our insights regarding the development of an ounce of computing skills for a discipline course, and the evaluation of the developed ounce. The key takeaways are that the goal has to be to advance students in their disciplines, and only the disciplinary experts can tell us how computing is used in that discipline. Computer scientists know how to teach computing, but the classes can't be about CS values. The disciplinary values are paramount.