面向计算思维培养的算法学习过程导向样例设计与迁移效果研究  

Research on the Design and Transfer Effectof Process-oriented Worked Examples forComputationalThinking in Algorithm Learning

作　　者：王悦 张冠文 WANG Yue;ZHANG Guan-Wen(Faculty of Education,Shandong Normal University,Jinan,Shandong,China 250014;School of Journalism and Communication,Shandong Normal University,Jinan,Shandong,China 250014)

机构地区：[1]山东师范大学教育学部,山东济南250014 [2]山东师范大学新闻与传媒学院,山东济南250014

出　　处：《现代教育技术》2024年第8期69-78,共10页Modern Educational Technology

摘　　要：算法与程序设计课程是中小学培养学生计算思维的主要方式,在教学中普遍采用样例教学法,并以能达到良好的算法迁移为检验目标。然而,教学实践和研究中的程序样例设计多从编程语言的语法语义出发,围绕代码的组织展开讨论,缺乏问题解决过程和策略两方面的整合。基于此,文章提出面向计算思维培养的算法学习过程导向样例模型,并通过实证研究检验其对算法迁移的效果。研究发现,面向计算思维培养的算法学习过程导向样例能够有效促进学生的算法迁移绩效,且相对于子目标样例对低计算思维学生的远迁移绩效有显著的促进效果。此外,文章还针对结果提出程序样例设计建议,以期为计算教育和算法教学资源设计提供参考。Algorithm and programming course is the main way to train students’computational thinking in primary and secondary schools.The worked examples teaching method is generally adopted in teaching,and the test goal is to achieve good algorithm transfer.However,the worked examples design in teaching practice and research mostly starts from the syntax and semantics of programming language,and focused on the organization of code,which lacks the integration of problem solving process and strategy.Based on this,this paper proposed a process-oriented worked examples model for computational thinking in algorithm learning and verified its effectiveness in algorithm transfer through empirical research.The research results showed that the process-oriented worked examples for computational thinking in algorithm learning can effectively promote students’algorithm transfer performance,and had a significant promoting effect on the remote transfer performances of students with low computational thinking compared to the subgoal labeled worked examples.In additon,some suggestions on program worked examples were proposed based on the results,expecting to provide reference for computational education and algorithm teaching resource design.

关 键 词：计算思维 样例学习 算法迁移 问题解决 

分 类 号：G40-057[文化科学—教育学原理]