论儿童编程学习中反思性思维的发生  

On Occurrence of Reflective Thinking in Children's Programming Learning

作　　者：石晋阳[1] 陈刚[1] SHI Jinyang;CHEN Gang(School of Journalism and Communication,Yangzhou University,Yangzhou Jiangsu 225000)

机构地区：[1]扬州大学新闻与传媒学院,江苏扬州225000

出　　处：《电化教育研究》2021年第2期93-98,共6页E-education Research

摘　　要：近年来,虽然儿童编程教育市场火爆,学界对计算思维的讨论热度不减,但有关“编程学习如何促进儿童思维发展”的理论回应并不充分。基于杜威的经验学习思想,梳理了“做中学”中经验与思维的关系,重点阐释了经验学习中反思性思维的发生过程。通过对计算思维和反思性思维的概念辨析发现,作为儿童编程学习目标的计算思维往往指向问题解决,并且具有反思性特征。儿童编程学习是一种在“做”的经验与反思经验之间循环的反思性实践活动。儿童编程学习源于兴趣,但与儿童自主性、进取心等意志品质相关的持续努力才是推动反思性思维的持久动力。同时,还需要为儿童提供安全的编程情境和开放的互动对话作为思维发生的外部支持。In recent years,although the market for children's programming education has been booming and the academic debate on computational thinking has continued,the theoretical response to"how programming learning can promote the development of children's thinking"has not been sufficient.Based on Dewey's idea of experiential learning,this paper combs the relationship between experience and thinking in"learning by doing",and highlights the process of reflective thinking in experiential learning.Through an analysis of the concepts of computational thinking and reflective thinking,it is found that computational thinking,which is the goal of children's programming learning,is often directed to problem solving and is reflective in nature.Children's programming learning is a reflective practice that cycles between the experience of"doing"and the experience of reflection.While children's programming learning is a matter of interest,it is the sustained effort associated with children's autonomy,initiative,and other qualities of will that drives reflective thinking.Children also need to be provided with safe programming contexts and open interactive dialogue as external support for thinking to take place.

关 键 词：经验 反思性思维 做中学 计算思维 儿童编程学习 

分 类 号：G434[文化科学—教育技术学]