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大学讲师,中国首批AP计算机教师,著有中国第一套,历经五年实践证明深受学生欢迎的成功的AP计算机双语教材,2013年以93%的满分率开创了中国AP计算机成功的先河,远远超出全美26.6%的满分率,为中国AP计算机教学树立了典范,并在同年加拿大计算机竞赛中勇夺桂冠,任教学生获哥伦比亚大学,麻省理工学院,卡耐基梅隆大学,宾夕法尼亚大学,康奈尔大学,西北大学等学校录取,远程学生遍及北京、长春、南京、重庆、广州、济南, 深圳、成都、费城,洛杉矶,加州,宾州,新罕布什尔州等地,希望借此平台为信息技术的发展做出贡献!

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美国大学理事会将在2016年秋季全美推广新增AP课程-----计算机科学导论  

2013-10-14 13:40:10|  分类: 默认分类 |  标签: |举报 |字号 订阅

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New Course and Exam — AP Computer Science: Principles to Launch in Academic Year 2016–17

The College Board plans to launch a new course, AP Computer Science Principles (CSP), in fall 2016, with the first AP CSP Exam scheduled to be administered in May 2017.

If you have any questions, please email Lien Diaz at ldiaz@collegeboard.org.

Background and Rationale

At a 2008 National Science Foundation-supported conference with the theme of "Computational Thinking and Fluency in the 21st Century," a group of the nation's leading computer scientists and educators agreed that students require increasing skills in computing across all STEM fields.

Advancing U.S. students' understanding of the principles and practices of computing is critical to developing a more competitive workforce for the 21st century. Yet the number of students studying computing and computer science at both the high school and college levels has been declining alarmingly — the number of students taking the AP Computer Science Exam fell 15 percent between 2001 and 2007, while the number of college freshmen intending to major in computer science plummeted more than 70 percent this decade. Conference scholars further noted that given the changing educational needs of students, computer science in the 21st century must build beyond the programming-centric orientation that was prevalent during the discipline's infancy.

To that end, the investigators proposed developing a curriculum for a new Advanced Placement Program? (AP?) course that would fill a critical gap as an adjunct to the existing AP Computer Science A course. In 2009, the College Board, in partnership with the National Science Foundation (NSF), received a grant to prototype the development of this new course, titled AP Computer Science: Principles. The new course will introduce students to programming but will also give them an understanding of the fundamental concepts of computing, its breadth of application and its potential for transforming the world we live in. It will be rigorous, engaging and accessible. To learn more, see www.csprinciples.org.

Impetus for Development of Framework and Course

The AP Computer Science Principles (CSP) course is intended to foster a wider appeal for the computer science discipline and to better prepare a pipeline of STEM majors. The College Board's meticulous AP course development process, already proven and thoroughly vetted in the NSF-funded redesign of other AP science courses, provides the framework in which the new course's curriculum has been designed. Currently, the AP CSP project has completed the following:

  1. The AP CSP Curriculum Framework (detailed learning objectives and clearly articulated computational thinking practices);
  2. The design and implementation of course pilots in both secondary and postsecondary settings;
  3. Curriculum evaluations; and
  4. A suite of computer-based prototype assessment items.

The AP CSP Curriculum Framework focuses on the creative aspect of computing and computational thinking practices that enable students to experience how computing impacts their everyday lives. See Acceptance of the New Course by Higher Education Institutions for more information about how AP CSP is comparable to an introductory college computer science course. A series of pilot courses were conducted to verify implementation feasibility of the course content. The first group of pilot institutions included five major colleges and universities. The following institutions completed the first pilot of the course in 2010–2011:

  • Metropolitan State University of Denver
  • University of California, Berkeley
  • University of California, San Diego
  • University of North Carolina at Charlotte
  • University of Washington

A second group of 18 pilot institutions was selected for academic year 2011–2012. The selection of these schools included a review of submitted institutional data with plans to increase student enrollment, in particular, women and underrepresented minorities.

Colleges/UniversitiesHigh Schools
  • Georgia Institute of Technology, Ga.
  • Illinois Institute of Technology, Ill.
  • Trinity College, Mass.
  • University of Alabama, Ala.
  • University of Arkansas at Little Rock, Ark.
  • University of Pennsylvania, Pa.
  • University of Wisconsin-Madison, Wis.
  • Virginia Tech, Va.
  • North Gwinnett High School, Ga.
  • Northside College Preparatory High School, Ill.
  • Chicago Laboratory High School, Ill.
  • Academy of Aerospace and Engineering, Mass.
  • Booker T. Washington Magnet High School, Ala.
  • Springdale High School, Ark.
  • South Philadelphia High School, Pa.
  • Madison West High School, Wis.
  • Patrick Henry High School, Va.
  • Newbury Park High School, Calif.

The third group of pilot institutions was a subgroup of the second pilot and largely focused on the implementation of performance-based assessment tasks. The following schools completed their pilot in 2012–2013:

Colleges/UniversitiesHigh Schools
  • University of Alabama, Ala.
  • University of Wisconsin-Madison, Wis.
  • North Gwinnett High School, Ga.
  • Academy of Aerospace and Engineering, Mass.
  • Newbury Park High School, Calif.

Moving forward into Phase II of development for the AP CSP course and exam, a large cohort of 50 pilot institutions has been selected to begin in fall 2013. Selected schools will pilot the course under the auspices of the College Board for three consecutive years until the official launch of the course in fall 2016. Schools submitted institutional data and all information was reviewed against rigorous criteria, including:

  • Essential recruitment efforts to increase and diversify enrollment, especially with female and underrepresented students;
  • Experience with implementing a performance assessment aligned to instruction supporting the intent of the CSP Curriculum Framework; and
  • Alignment of course syllabus with the CSP Curriculum Framework.

Instructors at the pilot sites are charged with developing and implementing a recruitment plan focusing on increasing minority and female student enrollment, planning and delivering the newly designed course and participating in course evaluation activities, such as pre- and post-course surveys (including surveys of students).

For more information about recruiting female and underrepresented minority students, see Resources for Recruiting Female and Underrepresented Students (.pdf/360KB).

Phase II Pilot Institutions (2013–2016):

Colleges/UniversitiesHigh Schools
  • North Carolina State University, N.C.
  • Virginia Tech, Va.
  • Illinois Institute of Technology, Ill.
  • University of Alabama, Ala.
  • New Mexico State University, N.M.
  • Drexel University, Pa.
  • Indiana University–Purdue University Indianapolis, Ind.
  • Georgia Institute of Technology, Ga.
  • University of North Texas, Texas
  • Rutgers University, N.J.
  • Kent State University, Kan.
  • Academy for Software Engineering, N.Y.
  • University of Chicago Laboratory Schools, Ill.
  • Luella High School, Ga.
  • Norview High School, Va.
  • Patrick Henry High School, Va.
  • East Orange STEM Academy, N.J.
  • Brookwood High School, Ga.
  • Lyndhurst High School, N.J.
  • Flour Bluff High School, Texas
  • North Point High School for Science, Technology and Industry, Md.
  • Catholic Memorial High School, Wis.
  • Saint Xavier High School, Ky.
  • Florida Virtual School, Fla.
  • University School of Milwaukee, Wis.
  • Wake NC State STEM Early College High School, N.C.
  • Newbury Park High School, Calif.
  • Madison West High School, Wis.
  • Smithville High School, Mo.
  • Sweetwater High School, Calif.
  • Cypress High School, Calif.
  • Lawrence County High School, Ala.
  • Strath Haven High School, Pa.
  • North Gwinnett High School, Ga.
  • Deep Run High School, Va.
  • Oakland Technical High School, Calif.
  • Bloomington High School South, Ind.
  • Green Mountain High School, Colo.
  • Advanced Math & Science Academy Charter School, Mass.
  • Otay Ranch High School, Calif.
  • Lake Brantley High School, Fla.
  • Magnolia Science Academy, Santa Clara, Calif.
  • Greater Hartford Academy of Math and Science, Conn.
  • Wyandotte High School, Kan.
  • Hoover High School, Ala.
  • Burnt Hills-Ballston Lake High School, N.Y.
  • Alabama School of Fine Arts, Ala.
  • Urban Assembly Gateway School for Technology, N.Y.

Acceptance of the New Course by Higher Education Institutions

The NSF has generously funded the development of the curriculum and the piloting of the AP Computer Science Principles course. The next step in moving forward would be to complete AP Exam development and create teacher professional development in support of the new course. The College Board is committed to providing experiences for students leading to placement in advanced college courses and to the awarding of college credit. AP students and teachers have clearly stated that a primary value of the AP Program is the course credit that colleges award for AP Exam scores of 3 or higher in a given subject.

In the spring of 2011, attestations were collected from over 100 college/university computer science department chairs and professors who reviewed the AP CSP Curriculum Framework and provided the following attestations:

  • 87% believe the course is a college-level computing course.
  • 70% will offer a comparable course.
  • 86% will award credit.

See the sidebar to the right for a list of representatives from colleges who have provided attestations to the College Board in support of the development of the Computer Science Principles course and exam. Also included are external statements from education and computer science organizations and attestations from education and computer science professionals.

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