在中小學實施程式設計教學之教學策略探究
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Date
2010-08-01
Authors
林美娟
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Abstract
本研究試圖探討在國中小實施程式設計教學之有效教學策略，由97年8月起分三年進行。第二年的研究著重於「親子共學程式設計」。具體而言，本研究試圖探討親子如何共同合作完成MSWLogo程式。本研究採用多重個案研究，由研究者在為期五天的電腦夏令營中，直接觀察三對親子的共學情形。每一對親子組總共完成教師所指定的33個程式設計題目。本研究經由教室觀察、個別訪談、和現場錄影收集質性資料並加以統整分析。研究結果顯示，親子共學程式設計展現了「配對程式設計」（“pair programming”）的特性，亦即親、子自然而然地分別擔任起「審查者」（“the reviewer”）和「驅動者」（“the driver” ）的角色。此外，在父親或母親的指導下，孩子較能系統化地依照程式設計解題步驟逐步完成程式。如此的做法使得程式碼較為簡潔，也較少發生錯誤。同時，孩子也會在家長的要求下，回顧解題步驟，進行反思。參與本研究的家長和孩子都表示參加本研究共學程式設計是個非常愉快的經驗。
This is a three-year project, starting in August, 2008, that tries to explore effective strategies for use in programming instruction at elementary and middle schools. The second year’s study has been focused on parent-child collaboration in programming learning. Specifically we intended to investigate how parents and children collaborated with each other when they wrote MSWLogo programs together. A multi-case study approach, in which three parent-child pairs were observed directly during a five-day computer camp, was used. Each pair was assigned a total of 33 programming tasks to solve during the course. Qualitative data were collected through classroom observation, individual interviews and video recording. Findings from this study indicated that parent-child collaboration in programming naturally fell into a special form of “pair programming” in which the parent and the child in each pair took the roles of “the reviewer” and “the driver” respectively. It was also shown that, under the supervision of their parents, the children were able to work through the programming problems more systematically, which resulted in programs that were more compact and contained fewer errors. Moreover, the parents took care to ensure that their children reflected and looked back at what they had done to solve a problem. The participating parents and children alike found great pleasure in learning to program collaboratively.
This is a three-year project, starting in August, 2008, that tries to explore effective strategies for use in programming instruction at elementary and middle schools. The second year’s study has been focused on parent-child collaboration in programming learning. Specifically we intended to investigate how parents and children collaborated with each other when they wrote MSWLogo programs together. A multi-case study approach, in which three parent-child pairs were observed directly during a five-day computer camp, was used. Each pair was assigned a total of 33 programming tasks to solve during the course. Qualitative data were collected through classroom observation, individual interviews and video recording. Findings from this study indicated that parent-child collaboration in programming naturally fell into a special form of “pair programming” in which the parent and the child in each pair took the roles of “the reviewer” and “the driver” respectively. It was also shown that, under the supervision of their parents, the children were able to work through the programming problems more systematically, which resulted in programs that were more compact and contained fewer errors. Moreover, the parents took care to ensure that their children reflected and looked back at what they had done to solve a problem. The participating parents and children alike found great pleasure in learning to program collaboratively.