儿童编程学习体验研究

【作者】 石晋阳；

【导师】 李艺；

【作者基本信息】 南京师范大学 ， 教育技术学， 2018， 博士

【摘要】 为什么要教儿童编程?一方面,国际社会普遍认为教育需要培养具有计算能力的创新人才,才能为未来创新经济提供动力。另一方面,计算思维被认为是每个人都应该具有的基本素养,是人们适应21世纪的必备技能之一,而编程教育正是培养儿童计算思维的重要途径。然而,哪些儿童应该受到编程教育?我们又应该如何教儿童编程?在儿童编程教育中如何体现计算思维这一培养目标?当前这些问题均没有得到很好的解决。由于儿童的学习具有自身特点,因此儿童编程学习与成人编程学习存在差异。一般而言,儿童较难在抽象层面上接触编程知识,而是通过亲自体验去感受编程的过程和思想。然而,儿童在编程学习中怎样体验呢?了解他们的体验方式,有助于我们为他们设计更好的编程教育。本研究的主要问题就是探索编程课堂上的儿童是怎样的?我们为儿童提供了怎样的课程?儿童编程学习体验是怎样发生的?由于这些问题都是随着时代发展,而在教育中显现出的新问题,具有一定的探索性,因此本研究以10-12岁的小学期儿童为主要研究对象,在真实的编程学习情境中,采用扎根理论方法对儿童编程学习体验的发生过程进行探索性研究。本研究的主要工作包括理论研究与实地研究两部分。理论研究方面,在对“儿童学习与发展理论”、“学习体验研究范式”进行梳理的基础上,研究者利用文献研究法对已有的有关“儿童编程学习”的研究成果进行了评述。研究发现,当前“儿童编程学习”的研究焦点主要在计算思维的概念、编程教学的实践、儿童编程学习评估以及儿童编程的社会偏见等方面。研究者还重点梳理了儿童编程学习研究的质性研究成果,为本研究奠定理论基础。实地研究是在位于江苏省的D小学、J小学和PK项目组三个研究现场进行的。在研究现场中,研究者收集了教学材料、教学案例、教学录像、观察记录、师生访谈、学生作业、反思记录等资料,并对资料进行了初步分析,在持续比较过程中,进行资料收集与资料分析的循环。进而,运用扎根理论的三级编码方法,分阶段、分层次地对来自不同现场的资料进行开放性编码,产生了 156个概念,并将这些概念进一步概念化为26个初始概念,进而生成11个范畴。在轴心编码阶段,对11个范畴进行了关联,进而获得了 3个主范畴:理解儿童、设计课程和体验编程。在选择编码阶段,经过持续地将资料与理论对话,得到一个核心范畴:儿童编程学习体验的发生机制,进而尝试生成了一个“儿童编程学习体验的发生”理论模型。通过资料与资料、资料与理论的对话,结合对部分资料的情境化分析,本研究在论文的第五、六、七章分别对编码获得范畴及范畴间的关系进行了阐释,研究结果主要有以下四个方面:第一,本研究从资料出发,发现了理解儿童编程学习者的三个维度:文化、社会和课堂情境,发现信息时代的儿童编程学习者具有一定的计算机文化基础,他们普遍对编程学习感兴趣、乐于体验编程过程,但由于接触机会不均衡和性别偏见,造成儿童在编程课堂上的体验过程差异化发展。现阶段,校内外面向儿童开展的浅层次编程体验活动并不能满足编程学习促进儿童成长的根本诉求。第二,课程是现阶段儿童接触编程的重要形式。本研究通过对研究现场中收集的学校常规课程和校外项目化课程的比较,阐释儿童编程课程实施的现状。教师通过关注儿童在编程学习中的亲身体验,促成了课程目标、实施以及评价等在教学互动体验过程中的动态变化,使得儿童编程教学体现出较强的实践性。第三,在真实学习情境中,儿童编程学习体验是在时间维度上整体性、动态发生的。编程学习是需要一定智力投入的活动。儿童编程学习体验发生的动力机制受兴趣与努力两个要素影响,有意志力参与的内在兴趣才能为编程学习体验提供持续的动力。在发生方式方面,虽然儿童编程学习行动总是从“动手做”这样的实践体验开始的,但是实践体验必须经由反思体验,上升到价值层面形成与“自我”有关的学习体验,才有利于儿童的成长。儿童在编程学习活动中模仿与创造、自主探究与协作学习,从而获得社会层面的互动学习体验,包括与他人互动的关系体验和意志训练的价值体验。第四,儿童的编程学习体验是在时间维度上的流动,在不同的阶段呈现出不同的体验结果层次。根据小学阶段儿童的发展特点,为儿童提供整合了计算与设计的学习情境,儿童获得的编程学习体验会更丰富,学习结果的可能性也更多样。本研究表明,对于儿童而言,编程学习具有一定的挑战性,儿童需要在兴趣与努力之间保持平衡,才能克服畏难情绪、持续学习编程,进而从认知、价值等多层面获得丰富的学习体验。在理想情况下,带有编程学习动机的儿童会积极主动参与整合了计算与设计的编程学习活动,在适度的挑战任务情境中与内容、他人进行互动,进行一系列的反思性实践体验,从而获得促进认知发展与“自我”成长的整体化学习体验。更多还原

【Abstract】 Why teach children programming?On the one hand,the international community generally believes that education needs to cultivate innovative talents with computing capabilities in order to provide the impetus for the future innovation economy.Computing thinking,on the other hand,is not only regarded as the basic quality that everyone should have but also one of the indispensable skills for people to adapt to the 21st century.And programming education is an important way to cultivate children’s computing thinking.However,which children should receive programming education?How should we teach children programming?How to embody the training goal of computing thnking in children’s programming education?At present,these problems have not been well resolved.Because children’s learning has its own characteristics,there is a difference in programming learning between children and adults.In general,children are more difficult to access programming knowledge at an abstract level,but rather experience the process and thought of programming in person.However,how do children experience it in programming learning?Understanding how they experience will help us bring them better programming education.The main question of this study is to explore how children are in the programming class.What kind of courses do we offer to children?How does a child’s programming learning experience happen?Since these issues are all new issues emerging in the education with the development of the times and have certain exploratory nature,this study focused on children aged 10-12 years old as the main subjects of study.In the real programming learning situation,grounded theory is used to explore the process of children’s programming learning experience.The main work of this study includes two parts:theoretical research and field research.In theoretical research,based on a review of the "Theory of Children’s Learning and Development" and "Learning Paradigms of Learning Experience",literature research methods were used to review the existing research results of "children’s programming learning".The study finds that the current research focus of "children’s programming learning" is mainly on the concept of computational thinking,the practice of programming education,the evaluation of children’s programming learning and the social prejudice of children’s programming,etc.Besides,researchers also focus on the qualitative research results of children’s programming learning,which lay a theoretical foundation for this study.Field research was conducted at three research sites in DPrimary School,J Primary School and PK Project Team in Jiangsu Province.In the research field,researchers used participatory observation and interviewing methods to collect materials such as teaching materials,teaching cases,teaching videos,observation records,teacher-student interviews,student assignments,and reflection records.While collecting data,the researchers conducted preliminary analysis of the data.In the process of continuous comparison,the cycle of data collection and analysis were performed.Furthermore,according to use the three-level coding method of grounded theory,the data from different sites were coded in stages and hierarchically,resulting in 156 concepts.These concepts were further conceptualized into 26 initial concepts,and 11 categories were obtained.In the Axis Coding phase,11 categories were linked and three main categories were obtained:understand children,design courses and experience programming.In the selective coding stage,after a continuous comparison between the data and the theory,a core category is derived:the mechanism of the children’s programming learning experience,and then a theoretical model about the "generation process of children’s programming learning experience" was created.Through the dialogues between data and data,data and theory,in conjunction with the contextual analysis of partial data,the fifth,sixth,and seventh chapters of this paper explain the relationship between the categories and categories of coding.The research results mainly include the following four aspects:First,from the data analysis,this study found three dimensions of understanding children who learn programing:culture,society,and classroom situations.The study finds that children’s programming learners in the information age have a certain computer culture foundation.They are generally interested in programming learning and are willing to experience the programming process.However,due to the unequal access opportunities and gender bias,children’s experience in the programming classroom is different.At this stage,whether in schools or outside schools,shallow programming experience activities for children do not satisfy the fundamental demands of programming learning to promote children’s growth.Second,at this stage,children mainly engage in programming through curriculum activities.This study compares the regular school curriculum and the off-campus project-based curriculum collected at the research site to explain the current status of the implementation of the children’s programming curriculum.By paying attention to the children’s personal experience in programming learning,the teacher contributed to the dynamic changes in the process of interactive teaching experience,such as curriculum goals,implementation,and evaluation,making the children’s programming education more practical.Third,in the context of real learning,the children’s programming learning experience is holistic and dynamic in the time dimension.Programming learning is an activity that requires some intellectual input.The motivational mechanism of children’s programming learning experience is influenced by two factors:interest and effort.The inherent interest of willpower participation can provide continuous motivation for the programming learning experience.In the aspect of the way of doing things,although children’s programming learning activities always begin with hands-on experience,the practical experience must go through the reflection experience and rise to the value level to form a learning experience related to "self",in order to benefit children’ growth.In the programming learning activities,children imitate and create,self-discovery and collaborative learning,so as to obtain an interactive learning experience at the social level,including the relationship experience with others and the value experience of will training.Fourth,the child’s programming learning experience is a flow in the time dimension,presenting different levels of experience results at different stages.According to the development characteristics of children in primary school,it provides children with a learning environment that integrates computing and design,children will have a richer programmatic learning experience and a greater likelihood of learning results.In summary,this study shows that for children,programming learning is challenging.In the process of programming learning,children need to maintain a balance between interest and effort in order to overcome fearless emotions,continue to learn programming,and then gain rich learning experiences at multiple levels of cognition and value.Ideally,in order to acquire a holistic learning experience that promotes cognitive development and "self" growth,children with a programmatic learning motivation will actively participate in integrating programming and design programming learning activities,interacting with content and others in a moderately challenging task context,and conducting a series of reflective practice experiences.更多还原