编程真的能促进儿童的个体发展吗？——基于28项实验和准实验研究的元分析

被引：12

作者：

孙立会

胡琳琳

机构：

[1] 天津大学教育学院

来源：

华东师范大学学报(教育科学版) | 2021年 / 39卷 / 11期

关键词：

儿童编程; 个体发展; 元分析; 效应量;

D O I：

10.16382/j.cnki.1000-5560.2021.11.002

中图分类号：

G633.67 [计算机];

学科分类号：

04 ; 0401 ;

摘要：

编程作为儿童面向未来、适应未来并改造未来的基本素养,不断得到各界的关注与重视,但其究竟到底有多少教育价值,众多学者开展了大量的实验及准实验研究,但研究结果却不尽相同。"编程能否真正促进儿童的个体发展"这一问题仍处在左右摇摆的学术争议之中。基于此,本研究采用元分析方法,对国外28项编程影响儿童个体发展的实验与准实验研究进行量化分析。研究发现:(1)整体而言,纳入研究的合并效应量为0.61,处于中等偏上水平,表明编程可以积极正向地促进儿童的个体发展;(2)具体来看,编程能够显著地积极促进学生的认知发展、行为发展以及情感发展;(3)与小学及学前相比,编程在中学阶段对儿童个体发展的作用效果更突出;(4)与中期和长期编程活动相比,短期编程活动对儿童个体发展的促进作用更为显著;(5)编程教育在小规模样本中对儿童个体发展的作用效果相较于中、大规模样本更大;(6)不同编程形式的作用效果不同,其中不插电编程对儿童个体发展的作用更为显著。期望上述研究发现能为我国未来儿童编程的研究与实践提供借鉴。

引用

页码：45 / 58

页数：14

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