计算思维的提出和发展引起了学术界和教育界的广泛重视，很多国家出台了相关文件 强调计算思维的重要性并倡导开展计算思维教育，我国也将计算思维纳入了信息技术课程 核心素养。计算思维教育实践研究正如火如荼地开展，但计算思维评价研究却没能跟上整 体研究的步伐。尤其在我国更应加强评价研究，尽快形成计算思维评价体系。基于此，本 研究基于App Inventor课程实践，开展计算思维评价研究。主要研究内容为构建面向App Inventor 课程的计算思维评价模型和基于计算思维的 App Inventor 程序评价指标。 首先，本研究依据现有研究对计算思维及评价进行了概念界定，认为计算思维是个体 自觉地运用计算机科学领域的思想方法来完成问题解决过程时进行的一系列思维活动，可 以从不同角度对个体的计算思维发展水平进行综合评价。以此为基础并结合相关理论，通 过对App Inventor课程教学模式的分析，本研究构建了面向App Inventor课程的计算思维 评价模型，并对模型的评价观、内涵和应用进行了说明和解析。 其次，在计算思维评价模型的基础上，本研究重点开发现阶段计算思维评价中缺少的 程序评价工具。本研究参考现有计算思维评价研究中关注的核心要素、国外学者提出的移 动计算思维基本要素及针对 Scratch 程序作品的计算思维评价等级标准，依据国内外对中 学阶段学习者计算思维发展水平的界定，初步构建了评价指标体系;采用德尔菲法邀请 10 位计算思维领域研究专家和 7 位 App Inventor 教学实践专家组建成专家咨询小组，对评价 指标合理性进行咨询，并根据专家意见修改和完善指标。本研究共进行了三轮专家意见咨 询，在每轮专家咨询后进行统计分析和指标修改，三轮专家咨询后，各指标合理性大幅提 升，专家意见趋于一致，最终形成了共包含 3 个一级指标、9 个二级指标和 27 个三级指标 的基于计算思维的 App Inventor 程序评价指标(中学)。最后运用层次分析法构建权重调查 表，以专家决策的方式通过Yaahp V11.2软件检验评分结果一致性并获取了各指标的权重 值。 在研究的最后，初步检验了指标的评分者信度和内容效度，并对指标的具体应用进行 了设想。本研究开创性地构建了计算思维评价模型和基于计算思维的程序评价指标，对 App Inventor及相关课程的计算思维评价实践及理论研究都具有重要价值，尤其是基于计 算思维的 App Inventor 程序评价指标不仅能够为计算思维评价提供支持，同时也为程序作 品的评价引入了新的视角，可以应用在课堂教学评价、程序开发挑战赛等多种情境下。

The introduction and development of computational thinking has aroused widespread attention in academia and education. Many countries have issued relevant documents emphasizing the importance of computational thinking and advocating the development of computational thinking education. China has also incorporated computational thinking into the core qualities of information technology curriculum. The practice of computational thinking education is in full swing, but the evaluation of computational thinking fails to keep pace with the overall research. Especially in our country, we should strengthen evaluation research and form a computational thinking evaluation system as soon as possible. Based on this, this study takes the App Inventor as an example to carry out computational thinking evaluation research. The main research content is to build a computational thinking evaluation model for App Inventor courses and App Inventor program evaluation indicators based on computational thinking. Firstly, this research defines the concept of computational thinking based on the existing research. Computational thinking is defined as a series of thinking activities that the individual consciously uses to implement the problem solving process in the field of computer science. Therefore, individual's level of computational thinking can be evaluate from different perspectives. Combined with related theories and the analysis of App Inventor course teaching model, this study constructs the evaluation model of computing thinking for App Inventor course, and explains the evaluation view, connotation and application of the model. Secondly, based on the computational thinking evaluation model, this study focuses on the the development of program evaluation tools that are lack in the evaluation of computational thinking. This study refers to the core elements of the existing computational thinking evaluation research, the basic elements of mobile computing thinking proposed by foreign scholars, and the grade evaluation criteria for computational thinking for Scratch program work, based on the definition of the development level of the secondary school students’ and established an evaluation indicators system initially. Delphi method was used to invite 10 experts in the field of computational thinking and 7 experts in App Inventor to establish an expert consultation group to consult on the rationality of evaluation indicators and to modify and improve the indicators according to expert opinions. In this study, three rounds of expert opinion consultations were conducted. After each round of expert consultations, statistical analysis and indicator revisions were conducted. After three rounds of expert consultation, the rationality of each indicator was greatly improved, and the opinions of expertstended tobe consistent. The App Inventor program evaluation indicators (secondary school) that contained three first-level indicators, nine secondary indicators, and 27 third-level indicators were formed based on computational thinking. Finally, the weights questionnaire was constructed using the analytic hierarchy process, and the consistency of the scores was tested by the Yaahp 11.2 software in the way of expert decision-making and the weight values of each index were obtained. At the end of the study, the reliability and content validity of the indexers were initially tested, and the specific application of the indicators was conceived. This study has pioneered the computational thinking evaluation model and program evaluation indicators based on computational thinking, and it has great value of the evaluation and practice of computational thinking in App Inventor and related courses. Especially the App Inventor program evaluation indicators based on computational thinking can not only provide support for the evaluation of computational thinking, but also introduces a new perspective for the evaluation of program work. It can be applied in classroom teaching evaluation, program development challenge competitions and other situations.