摘要
大数据、云计算、人工智能等技术均以编程为基,而对K-12阶段的学生进行编程教育的核心,就是培养孩子的计算思维。结合广泛的文献研究,本文利用Scratch可视化编程软件,基于Brennan和Resnick的三维概念框架,采用纵向前测-后测准实验研究模型,以游戏化项目的形式,选取了某市A小学实验班34位学生,进行了为期16周的教学实践。研究结果显示:学生在计算概念、计算实践、计算观念等能力维度都有明显的变化,图形化的编程工具、游戏化的教学策略对小学生计算思维培养有促进作用。要在中小学逐步推广编程教育、培养学生的计算思维,选择合适的教学工具、开发适宜的教学策略、融入跨学科的教学模式、对教学人员进行全方面培训等是实施过程中需要考虑的几个重要因素。
Technologies like big data,cloud computing and artificial intelligence(AI)are all based on the availability of programming.The core philosophy of programming learning for K-12 is to equip students with the Computational Thinking.Combined with extensive literature review,this paper adopts pretest-posttest empirical research model on the basis of three-dimensional conceptual framework designed by Brennan and Resnick in a longitudinal way.Thirty-three Children from a primary school in A city took part in a game-making project using the Scratch application for sixteen weeks.According to the research,students have shown the obvious progress in the Computational Concepts,Computational Perspectives and Computational Practices with the benefit of graphical programming tools and gamification teaching strategies.To promote programming education and develop children s computational thinking in elementary schools,we should make further efforts to choose proper teaching tools,employ appropriate teaching methods,integrate interdisciplinary models and have all the personnel trained in an all-round way.
作者
熊秋娥
葛越
XIONG Qiu-e;GE Yue(Educational Technology Center of Nantong University,Nantong,Jiangsu,226019,China)
出处
《基础教育》
北大核心
2019年第6期27-35,共9页
Journal of Schooling Studies
基金
教育部人文社会科学研究基金项目《面向社会-科学问题的理科课程内容转化机制及其实证研究》(项目编号:19YJA880045)
