What is computer thinking

Question 1: What is computer thinking "I" is the person we operate the computer, "you" is the computer, and "to copy the file" is the The computer's behavior. We can also see that computers do not have subjects by analyzing computer languages. Until we have created a computer with subjectivity, we cannot "create" a language for the computer that can use the subjectivity that is necessary to use it.

The reason why computers are able to "compute" more quickly and accurately than the human brain is that they overcome the "defects" of the "trinity" of natural human language. ". Computer can quickly and accurately "calculate" the most basic reason, is the separation of hardware and software, program and data separation. This is, in effect, the separation of thought from method, method from object, and thought from object in our natural human language. As a result of these separations, the commands and data in a computer's programming language can be very accurately referred to a defined area within the computer's memory. In this way, when a computer "calculates", it will not be like the human brain, in which a phrase in the left half of the brain refers to a picture in the right half of the brain, which is almost difficult to delineate the "boundary" with certainty, but rather a piece of computer memory with a definite "address", which can be used for the purpose of calculating. It is an area of memory with a definite "address". In this way, the computer is able to "compute" quickly and accurately.

Computer languages do not have thoughts. The "thought" of the computer language exists in the brain of the person who wrote the program, which separates the thought of the computer language from the method. The computer's programming language is a highly formalized language, which is strictly separated from the object it is dealing with. The objects that a computer language has to deal with, on the other hand, are simply data. Even if we say that computers nowadays are able to process "images" and "sounds", they do so after turning these images and sounds into data. In this way, the computer language achieves the separation of method and object. Since the computer language does not have ideas, of course, we cannot talk about the separation of ideas and objects. One of the most critical aspects of our ability to effectively utilize computers is that we have turned the information that the computer needs to process into "data". This, too, separates our thoughts - our different human visions of the world - from their objects.

Because data, once captured, becomes something "objective," no matter what viewpoints we use to look at and process it, but the data itself remains unchanged. Because the computer language can help us in the process of processing information so that human thought and method, method and object, thought and object to achieve a very effective separation between the three, the computer will be able to do a lot of work for us. This, in turn, is the advantage of the computer.

1 existing computers can not think like the human brain editing

By analyzing the function of the computer from the perspective of the computer language, we can know that we can use the computer language to make the computer to work well for us, it is precisely because the computer language to help us overcome the natural language of mankind, "Trinity" "defects. "defects" of human natural language, so that the human natural language of thought and method, method and object, thought and object in the computer language to produce a higher degree of separation. The most basic reason why computers and computer networks can play such a great role in our lives is the separation of hardware and software, and the separation of program and data. The separation of hardware and software is not only in computer technology, but in any modern engineering technology. Modern large-scale industrial machine production separates hardware and software. Otherwise, it would not be possible to produce components all over the world and then assemble them where they are needed. Today, one can produce all kinds of components and parts of computers all over the world, also because one ****s the same highly formalized digital logic and machine language. The separation of program and data is one of the most important innovations in computer information processing technology, and computer networks take full advantage of this technology, allowing programs to be programmed and data to be collected relatively independently around the world. But these programs and data can make a variety of different computers through the network *** with the enjoyment.

From the proof above, we can see that computers can achieve high-speed, accurate "computation", the key reason is that the computer does not have a subject, the computer language does not have ideas. This makes it possible for different people to effectively utilize computers to separate ideas, methods, and objects from the human thinking process. As a result of this separation, people from different regions, different ethnic groups, and different languages can enjoy information resources on the computer network ****.

In the computer language of ideas, objects and ...... >>

Question 2: What is the computer mind The computer mind, which exists in the brain of the person who prepares the program, would separate the ideas from the methods of the computer language. The computer's programming language is a highly formalized language that is strictly separate from the objects it has to deal with. And the objects that a computer language has to deal with are just data.

Question 3: What is the computer thinking mode Thinking about the computer teaching mode

Jiang Xin

(Pingdingshan Institute of Industrial Technology, Pingdingshan, Henan 467001)

Abstract: Through continuous exploration and reflection in the field of teaching computer subjects in higher vocational colleges, the author has reflected on the traditional computer teaching mode and summarized some new teaching ideas and teaching concepts. This paper analyzes the "teaching, learning and doing" teaching mode of higher vocational college computer discipline, describes in detail the structure of the mode and its implementation process, and puts forward further ideas for future computer teaching.

Keywords: higher vocational colleges, computer teaching, "teaching, learning, doing" mode

1 Introduction

In the 21st century, computer teaching in higher vocational colleges and universities has been significantly improved in terms of content and curricula, but the progress of the teaching methodology and methods is still relatively slow. The teaching methods and means are still relatively slow. In particular, the traditional teaching mode of computer subjects, whether it is the means of teaching or teaching methods, there are many shortcomings, in order to be able to adapt to the level of quality and ability of today's higher vocational college students and the future needs of employment, change the old mode of teaching has been a matter of urgency. I reflect on the traditional concept of computer teaching at the same time, and constantly research and explore an effective, active, open teaching mode, this paper on the new "teaching, learning, doing" teaching mode is analyzed, trying to provide a theoretical basis for the implementation of the new teaching mode of computer subjects in higher vocational colleges and universities.

2 Reflection on the traditional computer teaching model

1, textbook content "inviolable"

Traditional computer education that, as long as the understanding of the textbook knowledge to remember, can be applied to cope with the actual problem. However, the actual problem is always specific, in different time and place will have a big difference. For example, it is possible to fluently recite the complete concept of an operating system without realizing that the Windows XP used at home is the latest operating system from Microsoft.

2, teaching is the copy and paste of knowledge

Traditional computer education believes that the conclusions should be given to the students to memorize, and then extracted and applied when needed. Even if the students on the computer internship, its main purpose is to transfer knowledge, verify knowledge only, completely ignoring the quality level of the students themselves and the ability to accept, simply can not let the students will learn to change into their own "knowledge", "subjective" and "ideas". "The first thing that you need to do is to get your hands on a new one, and you'll be able to do it.

3, ignoring the students' existing cognitive ability and knowledge experience

Traditional computer education always think that before teaching, the students to learn the subject is basically ignorant or one-sided, but in fact, in today's computer has been from the "dolls from the start" of the era, students are not empty head into the classroom In fact, in today's computer has been from the "baby" era, students are not empty head into the classroom, students in some operational level of cognitive ability and experience (such as games, QQ, etc.) is not to be underestimated, the students are able to use a simpler and more effective way to replace the textbook of some of the operational steps, the teaching of the rules and regulations of the reverse backward.

3 Teach, learn, do teaching mode analysis

"Teach, learn, do" teaching mode that teaching is not just a tool for knowledge inculcation and training, it should be a means of cognitive development. Teaching activities should be implemented in such a way that the motivation of both teachers and students is greatly respected, and students should be encouraged to actively participate in teaching activities. The framework mainly includes:

1, the teacher how to "teach"

In the traditional computer teaching is almost always the first theory and then practice. But the theory is often complex and abstract, difficult to understand, such as the database of the three models and the two mappings between them, the first paradigm of database design, the second paradigm, etc., and the actual operation of the relatively easy to understand and seem simple. The "teach, learn, do" model advocates that the first simple explanation, so that students can have a hazy understanding, and then according to the depth of the operation, the theory involved in the beginning of targeted explanations, and finally summarized, the theory and operation of the fusion of the explanation, so that the students gradually through the process of deepening the theoretical reasoning, analysis, and achieve a conscious understanding and mastery. The first step is to make sure that you have a good understanding of the theory and the operation of the operation.

2, how students "learn"

"Teach, learn, do" model that teachers should be from the "educator" role to the "guide" role. "Guide" role to come, for example, in the teaching of WORD with the plan of 1/4 of the teaching time to the content of the textbook as a "guided" explanation, and 3/4 of the teaching time left to the main body of learning - students, by their own understanding of the -Students, according to their own experience in the use of WORD to develop practical, but not mentioned in the general textbook functions, and to provide each developer to demonstrate, explain the opportunity, and advocate that the students of each developed function "judgmental", the students completely according to their own knowledge

In addition, in the course explanation and ...... >>

Question 4: What is computer thinking Logical thinking.

Question 5: What are the three main types of thinking in learning computers? Computational thinking, theoretical thinking and experimental thinking are the three most important thinking. Learning computers is important to master computational thinking. Practical life is to have complex thinking, innovative thinking and so on.

Question 6: The nature of computer thinking is Computational thinking is the use of computer science concepts for problem solving, system design, and human behavioral understanding of a series of thinking activities covering the breadth of computer science. This concept seems a bit abstract. Combined with the recursive algorithms learned in the current computer concepts class, my understanding of computational thinking is as follows: computational thinking is a recursive mode of thinking. When we encounter a very complex problem that is difficult to solve by conventional methods, we may want to think differently - break the complex problem into a number of small and easy-to-solve problems, and break them down individually. When these small problems are solved, the whole big problem will be solved naturally. To put it more simply. It's about looking at problems from multiple perspectives and using reason to solve real-world problems. The essence of computational thinking is abstraction and automation. Abstraction in computational thinking appears to be richer and more complex than in math and physical sciences. While mathematical abstraction is best characterized by setting aside the physical, chemical, and biological properties of real things and retaining only their quantitative relationships and spatial forms, abstraction in computational thinking is more than that. Computational thinking builds on the capabilities and limitations of computational processes, performed by humans by machines. Computational methods and models dare us to tackle problem solving and system design that would otherwise be impossible for individuals to accomplish on their own. In short, computational thinking is the reinterpretation of a seemingly difficult problem into one that we know how to solve, through methods of approximation, embedding, transformation, and simulation.

Question 7: What is computational thinking? What are the characteristics of computational thinking? What is the relationship with the computer 1, to the computer program running logic, the corresponding thinking logic;

2, characterized by data, results, operation logic is relatively independent of the operation logic can be repeated in different data sources and data sets, to obtain stable and reliable results;

3, the computer thinking is strictly only algorithms, and the computer hardware itself has nothing to do with the development of algorithms that can be run on the computer hardware itself. For this algorithm, develop programs that can run on any hardware and operating system platform.

Question 8: Introduction to computer thinking Computer thinking The reason why computers are able to "compute" more quickly and accurately than the human brain is that computers have overcome the above "trinity" of human natural language "defects". "defect". The most basic reason for computers to be able to "compute" quickly and accurately is the separation of hardware and software, and the separation of program and data. This is, in effect, the separation of thought from method, method from object, and thought from object in our natural human language. As a result of these separations, the commands and data in a computer's programming language can be very accurately referred to a defined area within the computer's memory. In this way, when a computer "calculates", it will not be like the human brain, in which a phrase in the left half of the brain refers to a picture in the right half of the brain, which is almost difficult to delineate the "boundary" with certainty, but rather a piece of computer memory with a definite "address", which can be used for the purpose of calculating. It is an area of memory with a definite "address". In this way, the computer is able to "compute" quickly and accurately. Computer languages do not have thoughts. The "thought" of the computer language exists in the brain of the programmer, which separates the thought from the method of the computer language. The computer's programming language is a highly formalized language, which is strictly separated from the objects it deals with. The objects that a computer language has to deal with, on the other hand, are simply data. Even if we say that computers nowadays are able to process "images" and "sounds", they do so after turning these images and sounds into data. In this way, the computer language achieves the separation of method and object. Since the computer language does not have ideas, of course, there is no way to talk about the separation of ideas and objects. One of the most critical aspects of our ability to effectively utilize computers is that we have turned the information that the computer needs to process into "data". This, too, separates our thoughts - our different human visions of the world - from their objects. Because data, once captured, becomes an "objective" thing, no matter what viewpoints we use to view and process it, but the data itself remains unchanged. Because computer language can help us humans in the process of processing information to make ideas and methods, methods and objects, ideas and objects to achieve a very effective separation between the three, the computer will be able to do a lot of work for us. And this, in turn, is the advantage of computers.