技术与社会各领域的深度融合使得人们不仅在行为上要适应信息社会，更要用思维理解信息社会。计算思维作为信息社会生存的基本素养，已成为中小学教育的重要内容。随着计算思维的价值和意义日益凸显，计算思维教育的理论研究持续升温，不断提出计算思维的培养策略和教学模式，却少有研究追问实践中的情况，忽略了一系列现实重要问题：如教师作为教学活动的主要实施者，能否应对计算思维教学过程中的复杂挑战；从理论上构建的计算思维培养策略与模式，在实际应用中是否可行，等等。计算思维教育理论与实践研究存在的脱节现象，正在制约各自的发展。基于此，本研究拟探究的问题主要有：中小学教师对计算思维及其教学有怎样的认知和实践，计算思维教学存在哪些主要困难，以及教师如何才能够顺利开展计算思维教学。研究分为三个阶段：

阶段一：基于CBAM（Concerns-Based Adoption Model）关注为本采用理论，面向Bebras中国社区中小学教师开展计算思维教育关心发展阶段的问卷调查；进一步访谈对计算思维教学持有不同态度和实践的教师，分析教师计算思维教学关注及课程实施水平。

阶段二：开展主题为“计算思维教学”的研讨会，组织中小学信息技术和学科教师就计算思维的认识和教学实践进行交流；基于费尔克拉夫（Fairclough）批评话语分析三维框架，对研讨会中七名教师的访谈记录、计算思维教案、课题报告、论文等文本材料进行话语分析，进一步了解教师对计算思维教学的认识和真实诉求等深层次问题。

阶段三：对身处不同计算思维教学关注阶段及课程实施水平的教师开展个案研究。本研究选择两类在不同环境下生成计算思维教学思路和方法的典型个案，通过回顾教师计算思维专业成长路径和生成计算思维教学思路的过程，理解发展过程的关键事件及影响因素，为广泛推动教师自主开展计算思维教学提供策略性参考。

通过本研究的调查结果发现，来自Bebras中国社区的教师绝大多数对计算思维教学持较高的关注度，但实际计算思维教学与课程实施水平有较大的差异。这说明，存在制约因素限制着实践中计算思维教学的开展。

针对研讨会后深度访谈记录等材料的话语分析结果表明：（1）教师对计算思维的理解多为“问题解决”取向，信息技术教师强调计算思维的学科专业性，学科教师更倾向计算思维的跨学科教育；（2）计算思维教学实践存在教学单一性、不确定性问题，反映出教师提升对计算思维及其教学的认知,发展普适性的教学方式和科学的测评方式的需求；（3）信息化时代人才培养需求是教师参与计算思维教育变革的土壤，但在具体操作时，教师的计算思维教学会受到自身认知、教学资源和专业学习共同体等因素的影响，最终导致中小学存在课程实施水平不一的计算思维教学实践。

个案研究的结果表明，课程实施水平较高的教师在个人特质、行为表现和资源环境三方面表现出一些典型特征：（1）在个人特质方面，拥有教学改革和教育研究的意识、获取专业成长的信念和克服困难的韧性；（2）在行为表现方面，保持学习、实践和反思；（3）在资源环境方面，专业学习共同体的构建和支持的氛围起到重要作用。

基于上述研究发现，本文提出如下五点建议：（1）加强对中小学教师计算思维教育的基础培训，提升教师对计算思维教学的认知和认同感；（2）加快成熟教学思路的物化，为教师推动计算思维教学提供策略参考；（3）主动构建“高校-中小学-教育机构”跨界学习共同体，促进计算思维教学的跨界交流与合作；（4）鼓励信息技术教师和学科教师协同合作，优化教师的知识结构，实现教师计算思维认知的横向拓宽和纵向增长；（5）激励教师从事计算思维教学研究，培养“研究者素质”。

 The deep integration of technology with all areas of society makes it necessary for people not only to adapt to the information society in behavior, but also to understand it with thinking. Computational thinking, as a basic literacy for survival in the information society, has become an important part of primary and secondary education. With the increasing value and significance of computational thinking, researches on computational thinking education continue to heat up, and strategies and teaching models for cultivating computational thinking are constantly proposed, but few studies have pursued the situation in practice, ignoring a series of realistic and important issues: for example, whether teachers, as the main implementers of teaching activities, are able to cope with the complex challenges in teaching computational thinking; whether the strategies and models for cultivating computational thinking deduced from theories are feasible in applications. The disconnect between theoretical and practical research in computational thinking education restricts the development of each. Based on this, this study aims to explore the following questions: how is the cognition and practice of primary and secondary school teachers about computational thinking and its teaching, what are the main difficulties in teaching computational thinking, and how can teachers successfully teach computational thinking. The study is divided into three stages:

Stage 1: Based on CBAM (Concerns-Based Adoption Model), a questionnaire survey was conducted for primary and secondary school teachers in the Bebras Chinese community on the stages of concern for computational thinking teaching; further interviewed teachers with different attitudes and practices of teaching computational thinking to analyzed teachers' concerns about teaching computational thinking and the level of curriculum implementation.

Stage 2: a seminar with the theme of " Computational Thinking Teaching " was conducted and teachers were organized to share their perceptions and practice of computational thinking. Based on Fairclough's theory, we analyzed textual materials including teacher interviews, lesson plans, project reports, and papers of seven teachers, further understand deeper issues such as teachers' perceptions and authentic claims about computational thinking and its teaching.

Stage 3: Carry out a case study of teachers at different stages of concern and curriculum implementation level of computational thinking teaching, this study selects two types of typical cases of generating ideas and methods for teaching computational thinking in different contexts. By reviewing teachers' professional growth paths and the process of generating ideas for teaching computational thinking, we focus the key events and factors of the development process, and provides strategic suggestions for more teachers to carry out computational thinking teaching independently.

According to the survey results of this study, the majority of teachers from the Bebras Chinese community hold a high level of interest in teaching computational thinking, but there was a large variation in the teaching of computational thinking and the level of curriculum implementation. This suggests that there are constraints to the teaching of computational thinking.

The results of discourse analysis of in-depth interviews after the seminar and other materials show that: (1) teachers' cognition of computational thinking is mostly related to "problem solving", and that information technology teachers emphasize the specialization of computational thinking, and subject teachers prefer interdisciplinary education of computational thinking; (2) computational thinking teaching has the problems of teaching singleness and uncertainty, and teachers show expectations for improving their theoretical cognition, seeking universal teaching methods and scientific evaluation methods; (3) the requirements for talent cultivation in the information age are the ground for teachers to participate in computational thinking education, but in concrete operation, teachers' computational thinking teaching practices are influenced by their own cognition, teaching resources and learning communities, which eventually lead to the existence of different teaching practices.

The results of the case studies indicate that teachers with high curriculum implementation level show some typical characteristics in personal characteristics, behaviors and resources and environment：(1) in terms of personal characteristics, they have the awareness of teaching reform and educational research, the belief in acquiring professional growth and the resilience to overcome difficulties; (2) in terms of behaviors, they maintain learning, practicing and reflection; (3) and in terms of resource environment, the construction of a professional learning community and a supportive atmosphere play an important role.

According to the above findings, this research puts forward the following five suggestions: (1) It is important to strengthen the basic training for teachers of primary and secondary schools on computational thinking education, and enhance teachers' awareness and recognition of computational thinking teaching; (2) it is essential to accelerate the materialization of mature teaching ideas so as to provide strategic reference for teachers’ teaching of computational thinking; (3) take the initiative to build a boundary-crossing learning community of "universities - primary and secondary schools - educational institutions " to promote communication and cooperation in computational thinking teaching; (4) we encourage information technology teachers and subject teachers to work together to optimize teachers' knowledge structure, so as to achieve horizontal broadening and vertical growth of computational thinking cognition; (5) to stimulate teachers to engage in research on the teaching of computational thinking and to develop 'researcher qualities'.