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- 2016
计算机科学知识体系演化与评估方法
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Abstract:
摘要 教育者和学习者选择宽厚实或高精尖的知识体系时，面临判断难题：如何了解学科全局知识图谱和确保教学核心概念同步于时代发展.收集从1991年到2014年ACM/IEEE发布的计算机课程的大纲指南，从知识单元最小的组成部分出发，分析计算机学科在过去的60多年中概念从591个增加到5 824个后，其具体的核心领域与概念是如何发生变化的.分析实验发现：计算机学科概念的增速从最初的354%减缓至2013年到2014年的1.41%；知识领域从最初的9个扩展到19个；知识单元从最初的10个扩展到18个.主要贡献在于：进行相关数据收集，处理后形成数据集；首次提出并研究课程知识体系的框架，在此基础上从3个层面出发对计算机科学知识的演化规律进行揭示；建立并公开了在线平台.
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