CSTA，全称 Computer Science Teachers Association，即计算机科学教师协会，由计算机协会(ACM)于2004年成立。其成员不仅涵盖了K-12各个阶段（小学、初中、高中）CS 学科的一线老师，还包括大学教师、工业界及政府成员，其他非盈利组织成员，学生父母等。这些成员来自于145个国家。
酷客编程（https://koocoding.com）做为CSTA组织成员，对CSTA标准进行了翻译工作，以帮助国内少儿编程教育工作者及广大家长了解少儿编程。
CSTA将K-12计算机科学框架分为“概念”和“实践”两部分。
“概念”部分包括：
- 计算机系统（Computing Systems）
- 网络和因特网（Networks and the Internet）
- 数据和分析（Data and Analysis）
- 算法和编程（Algorithms and Programming）
- 计算机的影响（Impacts of Computing）
“实践”部分包括：
- 培养包容的计算机文化（Fostering an Inclusive Computing Culture）
- 围绕计算机科学展开相互合作（Collaborating Around Computing）
- 识别并定义计算领域问题（Recognizing and Defining
Computational Problems） - 发展并运用抽象概念的能力（Developing and Using Abstractions）
- 创造与计算相关的作品（Creating Computational Artifacts）
- 测试并改进作品（Testing and Refining Computational
Artifacts） - 关于计算机科学的交流（Communicating About Computing）
下面我们将正式进行各部分标准的说明：
Level 1A: Grades K-2 (Ages 5-7)
级别1A：针对5-7岁小朋友
1A-CS-01 概念：计算机系统（设备） 实践：1.1节
选择并操作合适的软件完成不同种类的任务，意识到用户在使用技术时有不同的需求和倾向。
Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
说明：人们使用电子设备准确快速地完成不同种类的任务。学生应能够根据被要求完成的任务选择使用合适的App/程序。例如，如果学生被要求画一幅画，他们应能够打开并使用画画App/程序来完成这项任务；如果他们被要求创作一个演示文稿，他们应能够打开并使用演示文稿软件。另外，在老师的指导下，学生应能够针对主要功能相同的软件进行比较并讨论偏好。学生应能够对不同网页浏览器或者文字处理器、演示文稿或者绘画程序进行比较。
People use computing devices to perform a variety of tasks accurately and quickly. Students should be able to select the appropriate app/program to use for tasks they are required to complete. For example, if students are asked to draw a picture, they should be able to open and use a drawing app/program to complete this task, or if they are asked to create a presentation, they should be able to open and use presentation software. In addition, with teacher guidance, students should compare and discuss preferences for software with the same primary functionality. Students could compare different web browsers or word processing, presentation, or drawing programs.
1A-CS-02 概念：计算机系统（硬件和软件） 实践：7.2节
使用合适的术语识别并描述计算机系统（硬件）物理构件的功能。
Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
说明：计算机系统由硬件和软件组成。硬件由物理构件组成。学生应能够识别并描述外部硬件的功能，例如台式电脑、手提电脑、平板电脑、显示屏、键盘、鼠标和打印机等。
A computing system is composed of hardware and software.Hardware consists of physical components.Students should be able to identify and describe the function of external hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, and printers.
1A-CS-03 概念：计算机系统（排除故障） 实践：6.2, 7.2节
使用正确的术语描述基本硬件和软件问题。
Describe basic hardware and software problems using accurate terminology.
说明：计算机系统问题的起因不同。处于此水平的学生不需要理解这些起因，但是他们应能够使用正确的术语沟通问题（例如：当一个App/程序运行出现故障、设备不能打开、没有声音等）。理想的情况是，学生能够使用简单的故障排除策略，包括关闭设备再重启、关闭再打开一个App、打开扬声器、或者插入耳机。当然，以上例子仅供参考，因为这些问题有可能并不会发生。
Problems with computing systems have different causes. Students at this level do not need to understand those causes, but they should be able to communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Ideally, students would be able to use simple troubleshooting strategies, including turning a device off and on to reboot it, closing and reopening an app, turning on speakers, or plugging in headphones. These are, however, not specified in the standard, because these problems may not occur.
1A-NI-04 概念：网络和因特网（网络安全） 实践：7.3节
能够阐述什么是密码以及为什么我们要使用密码，并且要使用强密码保护设备和信息免受越权访问。
Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access.
说明：学习网络安全知识非常重要的第一步就是学习并保护自己的设备或信息免受他人不必要的访问和使用。学生不需要使用多重强密码。他们应能够适当地使用并保护他们被要求使用的密码。
Learning to protect one's device or information from unwanted use by others is an essential first step in learning about cybersecurity. Students are not required to use multiple strong passwords. They should appropriately use and protect the passwords they are required to use.
1A-DA-05 概念：数据和分析（存储） 实践：4.2节
使用计算机设备存储、复制、搜索、找回、修改以及删除信息，并定义作为数据存储的信息。
Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.
说明：所有经过计算机设备存储和处理的信息都被称之为数据。数据可以是图片、文本文档、音频文件、软件程序或者App、视频文件等。当学生使用软件在计算机设备上完成任务时，他们就是在操控数据。
All information stored and processed by a computing device is referred to as data. Data can be images, text documents, audio files, software programs or apps, video files, etc. As students use software to complete tasks on a computing device, they will be manipulating data.
1A-DA-06 概念：数据和分析（收集、 可视化和转化） 实践：7.1, 4.4节
使用不同可视格式收集并呈现同样的数据。
Collect and present the same data in various visual formats.
说明：世界各地数据的收集和使用都是日常生活的常规组成部分，并影响着人们的生活方式。学生可以收集天气数据，比如晴天和雨天的对比，学期开始和结束当天的气温，或者暴风雨的降雨量。学生可以统计一袋糖果中每种颜色糖果的数量，比如彩虹糖和M&Ms。学生可以创建他们感兴趣事物的调查表，例如最喜欢的食物，宠物或者电视节目，然后从他们同龄人或者其他人那里收集答案。收集到的数据可以被整理成两个 或者多个可视化结果，如柱状图、饼状图或者图画文字。
The collection and use of data about the world around them is a routine part of life and influences how people live. Students could collect data on the weather, such as sunny days versus rainy days, the temperature at the beginning of the school day and end of the school day, or the inches of rain over the course of a storm. Students could count the number of pieces of each color of candy in a bag of candy, such as Skittles or M&Ms. Students could create surveys of things that interest them, such as favorite foods, pets, or TV shows, and collect answers to their surveys from their peers and others. The data collected could then be organized into two or more visualizations, such as a bar graph, pie chart, or pictograph.
1A-DA-07 概念：数据和分析（推论和模型） 实践：4.1节
识别并描述数据可视化的模式，如统计图表或是对照曲线图（chart or graph），并作出预测。
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
说明：数据可以被用来进行对于世界的推论或者预测。学生可以分析一个糖果包里糖果颜色的图表或者饼图，或者多个糖果包里不同颜色糖果的平均数，识别哪个颜色的糖果最多，哪个颜色的糖果最少，然后据此对一袋新糖果包里最多和最少颜色的糖果进行预测。学生可以分析学期开始和结束当天气温对照图表，识别气温升高和降低的模式，并基于观察到的模式让他们预测在一天中的某一时间气温是升高还是降低。
Data can be used to make inferences or predictions about the world. Students could analyze a graph or pie chart of the colors in a bag of candy or the averages for colors in multiple bags of candy, identify the patterns for which colors are most and least represented, and then make a prediction as to which colors will have most and least in a new bag of candy. Students could analyze graphs of temperatures taken at the beginning of the school day and end of the school day, identify the patterns of when temperatures rise and fall, and predict if they think the temperature will rise or fall at a particular time of the day, based on the pattern observed.
1A-AP-08 概念：算法和编程（算法） 实践：4.4节
通过创造和采用算法（一系列的分步指令）模拟日常流程处理并完成任务。
Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
说明：组合是把较小的任务融合进更复杂的任务中。学生可以创造并采用算法来做简单的食物、刷牙、准备上学、参加大扫除。
Composition is the combination of smaller tasks into more complex tasks. Students could create and follow algorithms for making simple foods, brushing their teeth, getting ready for school, participating in clean-up time.
1A-AP-09 概念：算法和编程（变量） 实践：4.4节
通过使用数字或其它符号代表信息模拟程序存储和操控数据的方式。
Model the way programs store and manipulate data by using numbers or other symbols to represent information.
说明：现实世界中的信息可以体现在计算机程序中。学生可以使用大拇指朝上／下的动作代表肯定／否定的回答，在写算法时使用箭头代表方向，或者使用数字、图片文字进行编码和解码，或者使用其它符号代表字母和文字。
Information in the real world can be represented in computer programs. Students could use thumbs up/down as representations of yes/no, use arrows when writing algorithms to represent direction, or encode and decode words using numbers, pictographs, or other symbols to represent letters or words.
1A-AP-10 概念：算法和编程（控制） 实践：5.2节
使用序列和简单循环开发程序，表达想法或者解决问题。
Develop programs with sequences and simple loops, to express ideas or address a problem.
说明：编程是一种工具，可以被用来创造体现大众利益的产品。控制结构定义了程序中指令执行的顺序。
序列是程序中的指令顺序。例如，如果在制作一个简单的动画故事程序时对话的顺序不对，故事就会不合理。如果操作一个机器人的命令的顺序不对，机器人则不能完成指定任务。
循环可以让一个编码序列重复多次。例如，在一个展示蝴蝶生命周期的程序中，循环可以与动作命令结合让角色进行连续但受控制的动作。
Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify the order in which instructions are executed within a program.
Sequences are the order of instructions in a program. For example, if dialogue is not sequenced correctly when programming a simple animated story, the story will not make sense. If the commands to program a robot are not in the correct order, the robot will not complete the task desired.
Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character.
1A-AP-11 概念：算法和编程（模块化） 实践：3.2节
把解决问题的步骤分解成准确的指令序列。
Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
说明：分解是把任务分成更小任务的动作。学生应能够分解所需步骤，如制作花生酱和果酱三明治、刷牙、画一个图形、让一个人物在屏幕上移动，或者解决编码APP的问题。
Decomposition is the act of breaking down tasks into simpler tasks. Students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app.
1A-AP-12 概念：算法和编程（程序开发） 实践：5.1, 7.2节
根据描述一个程序序列的事件、目标和期待结果制定计划。
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
说明：根据程序能做什么来制定计划，能够澄清哪些步骤是创作程序所必要的，并可以用来检查该程序是否正确。学生可以做一个计划文件，如故事地图、故事板、或者连续的图像组织图，来说明他们的程序都可以做什么。此阶段的学生可以在老师的帮助下完成计划过程。
Creating a plan for what a program will do clarifies the steps that will be needed to create a program and can be used to check if a program is correct. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer, to illustrate what their program will do. Students at this stage may complete the planning process with help from their teachers.
1A-AP-13 概念：算法和编程（程序开发） 实践：7.3节
在开发程序过程中，使用他人的想法和创意时要说明出处。
Give attribution when using the ideas and creations of others while developing programs.
说明：使用计算机也要肩负一定的责任。学生在使用他人创造的事物时应予以承认，如图片、音乐和编码。如果在班里展示自己的作品，可以是口头承认；如果在班级博客或网站分享作品时，可以是书面或是口头承认。此阶段合理的出处说明并不需要使用正式的引文，像书目提要或引述作品的文件那样。
Using computers comes with a level of responsibility. Students should credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally, if presenting their work to the class, or in writing or orally, if sharing work on a class blog or website. Proper attribution at this stage does not require a formal citation, such as in a bibliography or works cited document.
1A-AP-14 概念：算法和编程（程序开发） 实践：6.2节
排除包含序列和简单循环算法或程序中的故障（识别并修复）。
Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
说明：算法或程序并不总会正确运行。学生应能够使用不同策略，如修改序列的步骤，一步一步地跟随算法，或通过试错的方法修复算法和程序中的问题。
Algorithms or programs may not always work correctly. Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs.
1A-AP-15 概念：算法和编程（程序开发） 实践：7.2节
使用正确的术语，描述程序迭代开发过程中采取的步骤和选择。
Using correct terminology, describe steps taken and choices made during the iterative process of program development.
说明：在此阶段，学生应能够谈论或写出他们创作的程序的目标和预见结果，以及在创作程序过程中做出的选择。这可以通过编码日记、与老师的讨论、班级展示或
At this stage, students should be able to talk or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. This could be done using coding journals, discussions with a teacher, class presentations, or blogs.
1A-IC-16 概念：计算机的影响（文化） 实践：7节
比较人们在安装使用新的计算机技术前后生活和工作状态的不同。
Compare how people live and work before and after the implementation or adoption of new computing technology.
说明：计算机技术让人们的生活和工作有积极和消极的改变。过去，如果学生想阅读某个课题，他们需要到图书馆寻找该课题的书。今天，学生可以浏览并阅读互联网上关于该课题的信息，或者他们可以把该电子书直接下载到设备中。这样的信息可能在不止一种语言的材料中找到，并可以读给学生，非常方便。
Computing technology has positively and negatively changed the way people live and work. In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility.
1A-IC-17 概念：计算机的影响（社交互动） 实践：2.1节
尊敬并且负责任地与他人一起在网络上合作。
Work respectfully and responsibly with others online.
说明：网络沟通能促进积极的互动，比如与很多人分享想法，但是网络沟通的公开和匿名性质也给如恐吓和不恰当行为的网络欺凌留下了空间。学生可以在博客或其它协同网络空间上分享他们作品，应注意避免分享不恰当或是容易被其他人辨识的信息。学生应通过友善、尊重的态度为他人的作品提供反馈，在发现他人分享不应该分享的事物或在协同网络空间上用刻薄、无礼地态度对待他人时，应及时告知大人。
Online communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of online communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Students could share their work on blogs or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify them to others. Students could provide feedback to others on their work in a kind and respectful manner and could tell an adult if others are sharing things they should not share or are treating others in an unkind or disrespectful manner on online collaborative spaces.
1A-IC-18 概念：计算机的影响（安全法和道德规范） 实践：2.1节
注意对登录信息保密，并恰当地登出设备。
Keep login information private, and log off of devices appropriately.
说明：人们使用计算机技术既能帮助自己和他人，也能伤害自己和他人。应识别并避免有害的行为，如分享私人信息、在公共设备上保持登录等。
People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors, such as sharing private
information and leaving public devices logged in should be recognized and avoided.
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