收稿日期: 2015-12-22
网络出版日期: 2016-11-15
基金资助
北京市计算机学科评估方法研究项目（Y43901Q1A7）和中国科学院教育信息化项目（O61A011E06）资助
Knowledge structure evolution and evaluation method in computer science
Received date: 2015-12-22
Online published: 2016-11-15
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.
张立波 , 张飞 , 罗铁坚 . 计算机科学知识体系演化与评估方法[J]. 中国科学院大学学报, 2016 , 33(6) : 844 -850 . DOI: 10.7523/j.issn.2095-6134.2016.06.017
When educators and learners choose wide thick or sophisticated knowledge system, they face judgment problem:teaching core concepts in synchronization with the times and understanding the subject of global knowledge map. This work collects the curriculum outline guides of ACM/IEEE from 1991 to 2014. We start from the smallest component of knowledge unit, and we analyze now the core area and the concept change after the concept of computer science in the past 60 years has been increased from 591 to 5 824. The analysis in this work shows that the growth rate of the subject concept slowed down from 354% to 1.41% in 2013 and 2014; knowledge areas expanded from 9 to 19; and knowledge units expanded from 10 to 18. The main contributions of this work are as follows. We collect the data and establish the dataset. This is the first time to use the knowledge framework of curricula, and in three aspects we reveal the evolution law of computer science; and then we have set up an online platform.
Key words： knowledge unit; curricular volume; concept extraction platform
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