This article addresses the intersection of various educational theories and their relationship with the education of computer science students, with a focus on the importance of understanding computational thinking and its application in education. The historical context and fundamental concepts of Cognitive Load Theory, Multimedia Learning, and Constructivism are explored, highlighting their underlying biological assumptions about human learning. It also examines how these theories can be integrated with the use of Artificial Intelligence (AI) in education, with a particular emphasis on the attention mechanisms and abstract learning present in AI models like Transformers. Lastly, the relevance of these theories and practices for computer education student training is discussed, emphasizing how the development of computational thinking can contribute to a more effective approach in teaching and learning.

翻译：本文探讨了多种教育理论及其与计算机科学学生教育之间的交叉领域，重点阐述了理解计算思维及其在教育中应用的重要性。文章梳理了认知负荷理论、多媒体学习和建构主义的历史背景与基本概念，强调了这些理论关于人类学习的潜在生物学假设。同时，本文分析了如何将这些理论与人工智能（AI）在教育中的应用相结合，特别关注了Transformer等AI模型中的注意力机制与抽象学习过程。最后，文章讨论了这些理论与实践对计算机教育学生培养的相关性，强调了计算思维的发展如何能够促进更有效的教学与学习方法。