【作者】 王敏；

【导师】 王春华；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 信息社会的快速发展对青少年编程能力的培养提出了迫切要求,编程教学是当前中小学信息技术教学的重要组成部分,在小学阶段主要以图形化编程为主。随着图形化编程教学如火如荼的开展,青少年图形化编程软件也在不断发展与更新。目前,小学编程教学中多种软件并存,其中以Scratch和编程猫最为常见,而且在同一个地区往往也是两种或多种编程软件同时存在。因此,探究不同图形化编程软件的教学效果,对于指导教师选择恰当的软件,更好地培养学生的计算思维,具有很强的现实意义。本研究采用了文献研究法、统计分析法、问卷调查法和教育实验法。首先,本研究通过分析与小学编程教育相关的文献,总结了国内外研究现状,确定了研究内容,界定了相关概念,并找到了研究的理论依据。其次,依据实验目的,结合笔者执教地区的政策确定将Scratch和编程猫这两种最常见的不同编程软件为实验自变量,并依此确定了教学内容,设计教学实验。然后,编制测量工具,并在笔者执教的诸城某小学选择了部分班级的学生进行了验证与修改。再次,通过综合考量各方因素后,最终在实验学校五年级选取了六个水平相近的班级分为三组,两两一组作为实验班和对照班,并采用单因素非对等组前后测设计的准实验研究模式比较Scratch和编程猫在学生编程知识掌握情况、学生计算思维培养情况、学生作品完成质量和学生课堂参与度等四个方面是否存在显著性差异。系统分析收集到的实验数据,本研究得出以下结论:在小学阶段,图形化编程教学可以提高学生的计算思维水平和课堂参与度。两种图形化编程软件在学生编程概念的掌握情况和部分学生的计算思维培养方面具有显著性差异,Scratch明显优于编程猫。在学生作品完成、课堂参与度方面差异不明显。但由于诸多因素影响,本研究还存在的不足,希望后续研究能选取不同年龄阶段的学生作为实验对象,探究不同编程软件在不同认知水平、不同学习阶段的学生是否会产生不同的教学效果,依据学生认知水平和学习需求,综合分析,确定不同阶段不同目标的最佳图形化编程教学软件。更多还原

【Abstract】 The rapid development of information society has put forward an urgent request to the training of teenagers’ programming ability.Programming education is an important part of information technology teaching in primary and secondary schools,and graphical programming is mainly used in primary schools.With the development of graphic programming education in full swing,graphic programming software for teen-agers is also constantly developing and updating.At present,many kinds of software coexist in programming teaching in primary schools,among which Scratch and Codemao are the most common,and two or more kinds of programming software often exist in the same area.Therefore,it is of great practical significance to explore the teaching effects of different graphical programming software to guide teachers to choose appropriate software and better cultivate students’ computing thinking.This study adopts the methods of literature research,educational experiment,questionnaire survey and statistical analysis method.First of all,through the analysis of the literature related to programming education in primary schools,this study summarized the current research situation at home and abroad,determined the research content,defined the relevant concepts,and found the theoretical basis for the research.Secondly,according to the purpose of the experiment and in combination with the policies of the area where the author teaches,Scratch and Programmer,two of the most common programming software,are determined as the independent variables of the experiment.Based on this,the teaching content is determined and the teaching experiment is designed.Then,the measurement tool is developed,and some classes of students in a primary school in Zhucheng where the author teaches are selected for verification and modification.Again,after comprehensive consideration all factors,and eventually in the experimental school grade five selected the six levels of similar class into three groups as experimental class and that in comparative classes,and uses the single factor of peer group before and after the test design of quasi-experimental research model to compare the Scratch and Codemao in the student programming knowledge of students,the computational thinking training situation,the quality of student work completion and students’ classroom participation and so on four aspects: the existence of significant differences.Through the statistical analysis of the experimental data,this study draws the following conclusions: in primary school,graphical programming teaching can improve students’ computational thinking level and class participation.There are significant differences between the two kinds of graphical programming software in students’ grasp of programming concepts and the cultivation of computational thinking of some students.Scratch is obviously superior to Codemao.There was no significant difference in the students’ work completion and class participation.But due to many factors,the shortage of this study also hopes to choose students of different age stages of follow-up study can serve as the experimental object,explore different programming software in different cognitive level,learning phase,students will produce different teaching effect,according to the students’ cognitive level and learning needs,comprehensive analysis,to determine the different stages of target best graphical programming teaching software.更多还原