Curriculum support design for graduation requirement observation points in computational thinking and critical thinking
DUAN Bin1, ZHOU Jing1, SHI Jinjing2, KUANG Yi1
1. College of Automation and Electronic Information, Xiangtan University, Xiangtan, Hunan 411105; 2. School of Electronic Information, Central South University, Changsha 410004
Abstract：To meet the demands of the information and intelligent era, the Engineering Education Accreditation Standards have introduced new evaluation criteria for “computational thinking” and “critical thinking”, aiming to cultivate students' ability to apply computational thinking in solving complex engineering problems and achieve innovation and lifelong learning through critical thinking. However, course design faces challenges such as confounding factor interference, static evaluation systems, and a lack of dynamic optimization mechanisms, making it difficult to effectively support the achievement of these two criteria. To address these issues, this paper, based on causal science theory, proposes the method of “mediator-based confounding elimination” to accurately quantify the causal effects of teaching interventions. Taking the “energy cyber-physical systems” course as an example, it demonstrates how mediator variables can be introduced to eliminate confounding factor interference, quantify teaching intervention effects, and achieve continuous course improvement.
2025, Vol. 26 
