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一、中文部分
中華人民共和國國務院(2017)。“十三五”國家科技創新規劃。取自http://big5.gov.cn/gate/big5/www.gov.cn/gongbao/content/2016/content_5103134.htm
中華人民共和國國務院(2017)。新一代人工智慧發展規劃。取自http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm
中華人民共和國教育部（2017）。普通高中信息技術課程標準。取自http://www.zgjsks.com/uploadfile/2018/0118/2018118191745.pdf
中華民國行政院(2018) 。台灣人工智慧行動計畫。取自：https://www.ey.gov.tw/Page/448DE008087A1971/a28cd96b-bcc3-49ae-a09c-0381dbba69a7
日本人工知能技術戦略会議(2017)，”人工知能の研究開発目標と産業化のロードマップ（案）”, http://www.nedo.go.jp/content/100862419.pdf。(日本人工知能技術戦略会議(第5回)會議資料2)
日本內閣府(2016)。第5期科学技術基本計画。取自：http://www8.cao.go.jp/cstp/kihonkeikaku/5honbun.pdf
王勝雄（2019）。Scratch 結合Arduino開放硬體對國中學生程式設計學習成效之研究。國立臺中教育大學數位內容科技學系碩士在職專班碩士論文，台中市。 取自https://hdl.handle.net/11296/2ys2c7曲建仲 （2018）。 機器是如何學習與進步? 人工智慧的核心技術與未來。科學月刊， 4，頁 282-291。
何品萱、王麗君、陳明溥 （2017）。 互動式擴增實境在國中生機器人程式設計學習之探討[The Effects of Interactive Augmented RealityStrategies on Novice Programming]。中等教育， 68（3），頁 16-33。 doi: 10.6249/se.2017.68.3.02
李開復、王詠剛（2017）。人工智慧來了。：遠見天下文化出版股份有限公司。
周秉誼（2016）。淺談Deep Learning原理及應用。國立台灣大學計算機及資訊網路中心。取自http://www.cc.ntu.edu.tw/chinese/epaper/0038/20160920_3805.html。
林志成、田耐青、林仁煥、田育昆（2013）。特色課程的涵義與理論。載於林志成（主編）。特色學校理論、實務與案例（頁120-128）。臺北市：高等教育。
林育慈、吳正己 （2016）。 運算思維與中小學資訊科技課程。教育脈動（6），頁 5-20。
林庭安（2018）。為什麼你也要懂「程式設計」？培養「運算思維」，做事更精確、有效率。經理人。取自https://www.managertoday.com.tw/articles/view/55799。
林書弘、陳牧言 （2019）。 人工智慧技術於智慧醫療之理論探討與實務應用[Artificial Intelligence in Smart Health:Investigation of Theory and Practice]。護理雜誌， 66（2），頁 7-13。 doi: 10.6224/jn.201904_66(2).02
林珮萱 (2013)。21世紀人才必備的8大素養3大關鍵能力。遠見雜誌網站。資料取自：https://www.gvm.com.tw/article.html?id=17667
林業盈 （2015）。 應用樂高機器人發展資優教育方案之教學實例分析與探討[Analysis of Teaching Example by Applying LEGO Robotto Develop Program of Gifted Education]。資優教育季刊（137），頁 33-44。 doi: 10.6218/geq.2015.137.33-44
法國國民暨高等教育研究部(2017)。國家人工智慧戰略。取自http://www.enseignementsup-recherche.gouv.fr/cid116143/la-strategie-france-i.a.-soutenir-la-dynamique-francaise-autour-de-l-intelligence-artificielle.html
侯鈞元 （2017）。 人工智慧發展趨勢與台灣切入策略。電工通訊季刊，頁 11-15。
施又瑀 （2018）。 臺灣程式教育的困境與展望。臺灣教育評論月刊， 7（9），頁 1-8。
科技部科國司（2015）。跨領域工程教育人才培育與研究整合型計畫徵求書。取自https://www.most.gov.tw/folksonomy/detail?subSite=main&article_uid=0de281e6-1b96-4046-8fd1-d21746ba2399&menu_id=65bdde0c-029a-11e5-aa78-bcaec51ad21b&content_type=P&view_mode=listView。
胡惠君 （2018）。 4Ds 教學方法於農鄉服務設計之課程實踐。大學教學實務與研究學刊， 2（1），頁 79-106。
翁舒婷（2018）。AI教育向下扎根，台灣小學也要開始學AI了！。數位時代。取自https://www.bnext.com.tw/article/50339/ai-education-senoir-high-school。
國家教育研究院（2015）。十二年國教科技領域「資訊科技」科目課程綱要草案。未出版。
國家教育研究院（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校科技領域。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/52/pta_18529_8438379_60115.pdf
國家教育研究院（2019）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校科技領域。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/52/pta_18529_8438379_60115.pdf。
張瀞文（2016）。程式設計入課綱，教育轉機或危機？。親子天下網站。取自https://www.parenting.com.tw/article/5070133-%E7%A8%8B%E5%BC%8F%E8%A8%AD%E8%A8%88%E5%85%A5%E8%AA%B2%E7%B6%B1%EF%BC%8C%E6%95%99%E8%82%B2%E8%BD%89%E6%A9%9F%E6%88%96%E5%8D%B1%E6%A9%9F%EF%BC%9F/。
教育部（2016）。2016-2020 資訊教育總藍圖。取自https://depart.moe.edu.tw/ED2100/News.aspx?n=1353704343B62511&sms=2ADD120E8E2615E3
教育部運算思維推動計畫 http://compthinking.csie.ntnu.edu.tw/
陳怡靜 （2015）。 機器人競賽的裁判與指導教師談機器人教育。中等教育。
谢榕 （2017）。 人工智能的国际化—多元化创新教学模式。计算机教育（6），頁 165-170。
谢榕、李霞 （2014）。 人工智能课程教学案例库建设及案例教学实践[Article]。计算机教育 / IT Education（19），頁 93。
黃子瓔 （2010）。 從 3R 到 4C: 淺談 21 世紀能力的發展與趨勢 （）： 數位典藏與學習電子報。
黃燕萍 （2017）。 運用理解設計品質成果導向學習理論探討程式語言課程教學成效。大學教學實務與研究學刊， 1（2），頁 125-144。
劉怡甫 （2013）。 與全球十萬人作同學: 談 MOOC 現況及其發展。評鑑雙月刊（42），頁 41-44。
劉怡甫 （2014）。 從 anti-MOOC 風潮談 MOOCs 轉型與 SPOCs 擅場。評鑑雙月刊（48），頁 36-41。
劉欣宜、洪詠善 （2016）。 高中職學校發展特色課程之課綱問題分析。高中職課程發展與設計: Development and Design in Senior and VocationalHigh Schools。
蔡玉卿、吳俊憲 （2017）。 學校參與特色招生特色課程的發展與實施困境: 以兩所個案高中為例。臺灣教育評論月刊， 6（12），頁 38-41。
鄭國明、吳宛臻（2017）。 機器人教學對高中生創造力之影響。 載於 Book 機器人教學對高中生創造力之影響，頁1579-1582。
鄭國明、林群峰、溫嘉榮 （2017）。 Kodu 遊戲設計教學對國小學童運算思維提昇成效之研究。TANET2017 臺灣網際網路研討會，頁 1566-1572。
賴和隆 （2016）。 應用運算思維於高中資訊教學設計之分享。教育脈動（6），頁 143-155。
謝雯伃(譯) （2018）。思考的演算：跟著電腦學思考，你也可以成為計算思考大師(Paul Curzon, Peter William McOwan著) 。臺北市：八旗文化。
蘇芳琪 （2018）。 人工智慧教學輔助系統應用。儀科中心簡訊（147），頁 9-10。
鐘森盈（2016）。職業學校特色課程實施成效之研究-以南區餐旅群科為例。國立高雄餐旅大學餐旅教育研究所在職專班碩士論文，高雄市。取自https://hdl.handle.net/11296/63h2y5。
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