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Article analysis:

The article is generally reliable and trustworthy, as it provides evidence from both domestic and international research studies on the importance of computational thinking and its integration into information technology courses. It also provides a detailed description of the theoretical basis for its proposed teaching model, which includes theories such as Nearest Development Zone Theory and Constructivism Theory. Furthermore, the article presents evidence from an empirical study conducted with fifth grade students in Shanghai, which shows that the teaching model was effective in improving their computational thinking abilities.

However, there are some potential biases present in the article that should be noted. For example, while the article does mention some of the risks associated with using this teaching model (such as difficulty for teachers to implement it), it does not provide any further details or explore these risks more deeply. Additionally, while the article does discuss different learning scaffolds that can be used to support student learning, it does not provide any examples of how these scaffolds can be used effectively within a classroom setting or how they can be adapted for different contexts or learners. Finally, while the article does provide evidence from an empirical study conducted with fifth grade students in Shanghai, it does not discuss how this evidence could be applied to other contexts or learners outside of this particular case study.