摘要
结对编程是编程教学的重要组织形式,然而实际教学效果受到多种因素制约,存在结对编程教学模式单一、结对合作流于形式等问题,严重影响学生结对行为有效性、合作过程深度性和元认知发展显著性。本研究基于社会调节学习理论,融元认知策略于各调节环节,促进学习者之间的交流互动过程。为此,设计了基于元认知策略的“3阶段—6环节”小学结对编程教学模式,将元认知监控、计划、调节和评价等策略融入结对编程教学中,通过培养学生的元认知意识,提高学生认知控制能力,促进学生对程序知识的理解,以及编程任务的计划和监控。最后,本研究采用准实验法验证了教学模式的有效性,即选取某市某小学四年级两个班级各42人作为实验组和对照组,实验组采用基于元认知策略的小学结对编程教学模式进行教学,对照组采用传统的结对编程教学模式进行教学。实验结果显示,基于元认知策略的结对编程教学模式能促进学生有效结对行为的发生,鼓励学生进行深层次合作,显著提升学生的计算思维和元认知能力,提高学生编程学习的课程表现和学业成绩。
Pair programming is an important organizational form of programming teaching.However,the actual teaching effect is constrained by many factors,and there are problems such as single mode of pair programming teaching and the mere formality of pair cooperation,which seriously affect the effectiveness of students’pair behavior,the depth of cooperation process and the significance of metacognitive development.Based on the theory of social conditioning learning,this study incorporates metacognitive strategies in each conditioning session to facilitate the communication and interaction process among learners.To this end,a“three stages&six sessions”pair programming teaching model based on metacognitive strategies in primary schools is designed to integrate metacognitive monitoring,planning,regulation,and evaluation strategies into pair programming teaching,and to promote students’understanding of programming knowledge,as well as the planning and monitoring of programming tasks by developing students’metacognitive awareness and improving their cognitive control.Finally,this study uses a quasi-experimental method to verify the effectiveness of the teaching model,i.e.,42 students in each of two fourth grade classes in X primary school in X city are selected as the experimental and control group respectively,and the experimental group is taught using the metacognitive strategy-based pair programming teaching model,while the control group is taught using the traditional pair programming teaching model.The experimental results show that the pair programming teaching model based on metacognitive strategies promotes the occurrence of effective pairing behaviors,encourages students to engage in deep cooperation,significantly improves students’computational thinking and metacognitive skills,and also enhances students’curriculum performance and academic achievement in programming learning.
作者
王洪江
代小瑞
廖晓玲
马桂秋
Wang Hongjiang;Dai Xiaorui;Liao Xiaoling;Ma Guiqiu(School of Information Technology in Education,South China Normal University,Guangzhou,Guangdong,China 510631;ISA Science City International School,Guangzhou,Guangdong,China 510700)
出处
《数字教育》
2023年第6期71-79,共9页
Digital Education
基金
2017年度教育部人文社会科学研究青年基金项目“基于双向交互机制的自适应学习系统关键技术研究”(17YIC880098)。
关键词
元认知策略
结对编程
教学模式
准实验研究
Metacognitive strategies
Pair programming
Instructional model
Quasi-experimental study
