The Compulsory Education Information Technology Curriculum Standards (2022 Edition) incorporates computational thinking into the four core competencies of the information technology discipline. How teachers can rely on a scientific evaluation system to promote the progressive development of junior high school students' computational thinking has become a core issue that must be addressed in the current reform of junior high school information technology teaching. In response to the practical challenges prevalent in current computational thinking evaluation—such as emphasizing results over processes, the difficulty of quantifying implicit thinking qualities, and the disconnect between teaching and evaluation—this paper attempts to propose an implementation pathway for performance assessment using micro-project learning as a carrier. By clarifying the inherent alignment logic between micro-project performance assessment and the development of computational thinking, it puts forward implementation strategies for micro-project performance assessment aimed at fostering junior high school students' computational thinking. The goal is to offer a practical pathway for implementing core competency educational goals in the junior high school information technology discipline.

Ying Dai, Xiaohong Lan, Fei Wang. A Study on the Pathway of Empowering Computational Thinking Cultivation through Performance Assessment from the Perspective of Micro-Project Learning. Frontiers in Educational Research (2026), Vol. 9, Issue 4: 34-38. https://doi.org/10.25236/FER.2026.090406.

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