编程学习与儿童认知发展关系的探讨  

A Systematic Review of the Influence of Coding Learning on Preschool Children's Cognitive Development

作　　者：王琳[1] 耿凤基 李艳[1] WANG Lin;GENG Feng-ji;LI Yan(Department of Curriculum and Learning Sciences,Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学课程与学习科学系,杭州310058

出　　处：《应用心理学》2021年第3期262-271,共10页Chinese Journal of Applied Psychology

基　　金：国家自然科学基金面上项目(62077042);中央高校基本科研业务费专项资金。

摘　　要：随着编程课程渗入到学前教育当中,研究者开始探究编程学习对学前儿童认知发展的影响及机制。本文通过对已有文献的分析发现,编程学习可显著提升学前儿童的认知控制、工作记忆等基础认知能力,并促进问题解决、创造力等高阶认知能力的发展,还对数学与语言学习绩效具有提升效果。未来早期编程学习研究还需从设计、工具、研究系统性和其他影响因素等层面进行变革,揭示编程学习影响认知发展的机制,为开展儿童编程教育提供科学依据。As coding curriculums have been gradually integrated into preschool education,researchers have started to explore the impact and mechanisms of coding learning on preschoolers'cognitive development.By analyzing and integrating the existing findings,we found that preschoolers'cognitive abilities are developing rapidly,and coding learning can significantly improve the development of basic cognitive abilities,such as cognitive control and working memory.Additionally,coding learning can promote the development of high-order cognitive abilities,including problem solving and creative thinking,and enhance the outcome in mathematical and language learning.To provide scientific evidence for early coding education,we propose that research in this field needs to be improved in terms of design,method,and other influencing factors,which would provide insight for the mechanism of the effect of early coding learning on cognitive development.

关 键 词：学前儿童 编程学习 认知发展 

分 类 号：B844[哲学宗教—发展与教育心理学]