本文選題：App　切入點：Inventor　出處：《南京師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：程序設(shè)計模塊是作為計算機技術(shù)應(yīng)用的基礎(chǔ)設(shè)置的,關(guān)注技術(shù)能力與人文素養(yǎng)的融合建構(gòu),是信息素養(yǎng)培養(yǎng)的繼續(xù),其重要性毋庸置疑。而當前程序設(shè)計教育卻弊病百出,依然深陷在強調(diào)操作技能操作的泥潭中。當前,以App Inventor為代表的可視化、積木式編程工具解放了學生的雙手。便于學生掌握基本的編程知識技能,提高學習效率和內(nèi)在動力,極大地激發(fā)學生興趣,逐步成為當前程序設(shè)計教育的新寵。其次,計算思維的提出克服了“狹隘工具論”的境遇,為彰顯程序設(shè)計課程價值提供了新的方向。因此,本研究以計算思維為指導(dǎo),以App Inventor為平臺、以項目學習為載體開展程序設(shè)計教學實證研究。本研究主要采用準實驗研究法,以浙江省溫州中學《跟我學App Inventor》選修課程的學生為實驗對象,從如下兩個層面分別評估學生通過基于計算思維的AI程序設(shè)計學習之后的變化：(1)學習程序設(shè)計態(tài)度層面是否存在效果上的差異； (2)學生程序設(shè)計知識和技術(shù)水平是否有所提高。通過對實驗數(shù)據(jù)進行統(tǒng)計分析,實驗結(jié)果表明：(1)通過基于計算思維的AI程序設(shè)計學習之后,學生學習程序設(shè)計的態(tài)度存在顯著差異,特別表現(xiàn)在更低的“焦慮”水平、更高的“喜歡”水平、更堅定的“有用性”水平以及更高的“行為意向”。(2)過基于計算思維的A工程序設(shè)計學習之后,學生基礎(chǔ)知識和操作技能得到提高,,并能結(jié)合現(xiàn)實生活、已有知識經(jīng)驗制作一些有創(chuàng)意的作品。
[Abstract]:The programming module is set as the foundation of the application of computer technology. Paying attention to the fusion construction of technical ability and humanistic literacy is the continuation of the cultivation of information literacy, and its importance is beyond doubt. However, the current programming education is full of disadvantages. At present, with App Inventor as the representative of visualization, building block programming tools liberate students' hands. It is easy for students to master basic programming knowledge skills, improve learning efficiency and internal motivation. It greatly arouses students' interest and gradually becomes the new favorite of current programming education. Secondly, the proposition of computational thinking overcomes the situation of "narrow tool theory" and provides a new direction for demonstrating the value of program design curriculum. Under the guidance of computational thinking, with App Inventor as the platform, and with the project learning as the carrier, this study carries out the empirical research on program design teaching. Taking the students who took the elective course of App Inventor from Wenzhou Middle School in Zhejiang Province as the experimental object, From the following two levels, respectively, to assess the changes after students' learning through AI programming based on computational thinking: 1) whether there is a difference in learning attitude towards programming; 2) students' knowledge and technical level of programming. Through statistical analysis of the experimental data, The experimental results show that after learning AI programming based on computational thinking, there are significant differences in the attitude of students in learning programming, especially in the lower level of "anxiety" and the higher level of "like". A stronger level of "usefulness" and a higher level of "behavioral intent". 2) after a program design based on computational thinking, students' basic knowledge and operational skills are improved and can be combined with real life. Knowledge and experience in making creative works.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.67

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相關(guān)期刊論文 前1條

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本文編號：1565614