协作编程中的计算思维发展轨迹研究——基于量化民族志的分析方法

被引:18
作者
吴忭
王戈
机构
[1] 华东师范大学教育信息技术学系
关键词
计算思维; 协作编程; 量化民族志; 认知网络分析;
D O I
暂无
中图分类号
G642 [教学理论、教学法]; TP312.1-4 [];
学科分类号
040102 ;
摘要
伴随科学技术的迅猛发展,计算思维能力成为当前社会各行业人才都应具备的重要技能。计算机教育领域的研究发现,协作编程能够更好地帮助学生进行编程学习,但是在协作过程中,学生计算思维的动态发展情况却难以测评。"量化民族志"(Quantitative Ethnography)既是一种对质性数据进行量化分析的方法,也是一种对专业能力进行网络化建模的技术,为协作学习过程的分析和评价提供了新的思路。将该方法应用于分析协作编程活动过程中小组成员之间的会话交流内容,有利于构建学生计算思维能力不同维度之间关联的认知网络模型,并揭示不同能力水平的小组在计算思维能力水平上的差异和发展轨迹。以本科一年级的"C/C++程序设计基础"课作为研究情境开展的实证研究发现,高水平组和低水平组学生的计算思维网络结构在初期虽有显著不同,但是随着协作任务的不断深入,两组学生的思维模式趋于相似。该研究结果表明协作编程能够促进初学者计算思维能力的提升,且量化民族志方法能为计算思维的能力评估提供一种基于质性数据的大规模测评方法。
引用
收藏
页码:76 / 84+94 +94
页数:10
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