Treffer: 哪类教学支架对提升初中生计算思维更有效？ ——基于算法支架、程序支架和有限性型支架的比较.

At present, programming, as an important way to cultivate computational thinking (CT) has been widely used. Compared with graphic programming, text programming requires higher abstract thinking and logical thinking ability, so it is necessary for teachers to provide teaching scaffolding to help students design algorithms and complete programming tasks. Although existing studies have found that the application of teaching scaffolding can effectively develop students’ CT, few studies have explored the effects of providing different types of teaching scaffoldings for students on their CT development. Therefore, based on the Python programming course for junior high school students, this paper took 136 junior high school students as objects and carried out a quasi-experimental study for one semester by applying algorithm, program and minimal scaffolds, respectively, to explore the differences of three different types of teaching scaffoldings in the development of junior high school students’ CT. The quantitative and qualitative data showed that in term of CT skill, the promotion effect of program scaffolding was most significant, which was significantly better than the algorithm and minimal scaffolding. As to the aspect of CT self-efficacy, both algorithm and program scaffoldings had significant improvement effects, and the higher the level of students’ original CT self-efficacy, the more significant the improvement effect. Through the research, this paper was expected to provide evidence-based theoretical support for information technology teachers to carry out CT teaching practice. [ABSTRACT FROM AUTHOR]

如今, 编程作为计算思维培养的重要途径已得到广泛应用. 其中相较于图形化编程, 文本编程需要更高 的抽象思维和逻辑思维能力, 教师有必要提供教学支架帮助学生设计算法、完成编程任务. 虽然目前已有研究 发现应用教学支架可以有效发展学生的计算思维, 但鲜有研究探讨为学生提供不同类型教学支架对其计算思维 发展的影响. 为此, 文章面向初中生 Python 编程课程, 以 136 名初一学生为对象, 分别应用算法、程序以及有 限型支架, 开展了一个学期的准实验研究, 以探究三种不同类型教学支架在发展初中生计算思维方面的差异. 综合量化和质性数据发现: 在计算思维技能方面, 程序支架的提升效果最为显著, 明显优于算法和有限型支架; 在计算思维自我效能感方面, 算法和程序支架均有显著性提升效果, 且学生原有计算思维自我效能感水平越高, 提升效果越显著. 文章通过研究, 旨在为信F息科技教师开展计算思维教学实践提供基于证据的学理支持. [ABSTRACT FROM AUTHOR]

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