计算思维与批判性思维毕业要求观测点的课程支撑设计

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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.

Key words： computational thinking critical thinking causal inference eliminate confounding course design

Received: 31 March 2025

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	Articles by authors
	DUAN Bin
	ZHOU Jing
	SHI Jinjing
	KUANG Yi

Cite this article:

DUAN Bin,ZHOU Jing,SHI Jinjing等. Curriculum support design for graduation requirement observation points in computational thinking and critical thinking[J]. Electrical Engineering, 2025, 26(11): 27-33.

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https://dqjs.cesmedia.cn/EN/Y2025/V26/I11/27

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