CAJ | 학술논문

计算思维正在走出计算机科学乃至自然科学领域，向社会科学领域拓展，显现为一种新的具有广泛意义的思想方法，并形成了丰厚的思想内涵。可以概括为三组有关联的思维结构：对象化思维和过程思维、抽象思维和可视化思维、工程思维和自动化思维。在基础教育各学科课程努力探求其上游学科思维（思想）的背景下，以计算思维为指导开展信息技术课程内涵的建设，不仅有利于克服“狭隘工具论”的影响，而且有利于将计算思维塑造成一种基本的学科素养，凸显其基础教育价值。
계산사유정재주출계산궤과학내지자연과학영역，향사회과학영역탁전，현현위일충신적구유엄범의의적사상방법，병형성료봉후적사상내함。가이개괄위삼조유관련적사유결구：대상화사유화과정사유、추상사유화가시화사유、공정사유화자동화사유。재기출교육각학과과정노력탐구기상유학과사유（사상）적배경하，이계산사유위지도개전신식기술과정내함적건설，불부유리우극복“협애공구론”적영향，이차유리우장계산사유소조성일충기본적학과소양，철현기기출교육개치。
Computational thinking is stepping out of the computer science and natural science, and extending to the field of social science as a new and broader applicable thought and method in the view of new taxonomy. There are three related pairs of thinking structure： objectification thinking and process thinking, abstract thinking and visualization thinking, engineering thinking and automation thinking. When subjects of basic education make efforts to explore their upstream subject thinking, it is useful to refrain from ＂narrow tool theory＂ to build ICT curriculum in the guide of computational thinking, and also make computational thinking become a basic accomplishment to highlight ICT curriculum＇s basic education value.