不插電程式設計教學促進偏鄉國小生對程式設計的情境興趣與概念理解

Unplugged Programming Teaching Enhances Rural Elementary School Students' Situational Interest and Conceptual Understanding of Programming

鄭瑞洲(Jui-Chou Cheng)；楊敏(Min Yang)；陳君瑜(Chun-Yu Chen)

不插電程式設計 ； 情境興趣 ； 概念理解 ； unplugged programming ； situational interest ； concept understanding

科技博物

26卷2期（2022 / 06 / 01）

83 - 115

繁體中文

我國十二年國民基本教育－科技領域課綱旨在培養學生科技與資訊應用素養，其中資訊應用素養包含程式設計及運算思維能力，並啟發學生的學習興趣。由於偏鄉學習資源限制，可能造成城鄉學生間程式設計能力的落差。本研究運用能引發情境興趣的教學策略融入不插電程式設計課程，提升偏鄉國小學生對程式設計的情境興趣及概念理解，並探討其影響因素，以期能解決偏鄉學習資源及學生學習興趣不足的問題。不插電程式設計課程透過情境任務引導學生編排指令圖卡，並透過機器人感測圖卡執行程式指令，以完成情境任務。課程教學共7節課（280分鐘），包含「指令」、「序列」及「迴圈」三個程式設計概念，課程設計為融入引發情境興趣教學策略包含生活情境、鼓勵思考、問題解決、同儕合作、探索或挑戰等，以提升學生對程式設計的情境興趣及概念理解。本研究對象為南部三所偏鄉國小中年級81位學生，於課程教學前後填寫「情境興趣量表」與「程式設計概念理解問卷」，教學後立意抽樣學生進行半結構式訪談，以瞭解課程教學對學生程式設計情境興趣及概念理解之影響及其因素。研究結果發現，一、課程教學能提升國小中年級學生對程式設計的情境興趣及概念理解；二、課程教學能提升學生程式設計情境興趣的價值向度，三年級及無學習經驗學生較顯著；三、課程教學能提升學生程式設計－序列及迴圈概念的理解，四年級優於三年級學生；四、課程教學能透過不同影響因素提升學生的程式設計情境興趣與概念理解。本研究亦提出不插電程式設計課程應用於偏鄉教學及研究實務上之建議。

The information technology Curriculum Guidelines of the 12-year national basic education is to cultivate students' programming literacy. However, due to the limitation of learning resources in rural areas, there may be a gap in programming literacy between urban and rural elementary school students. To solve this problem, this research used teaching strategies that could arouse situational interest integrated into the unplugged programming curriculum. Then, we explored curriculum teaching enhancing the rural elementary school students' situational interest, concepts understanding, and related programming factors. The unplugged programming curriculum guided students to arrange command charts, then execute program commands through robot sensing charts to complete tasks. The contents of the curriculum consisted of 7 lessons (280 minutes), including ＂command＂, ＂sequence,＂ and ＂loop＂ concepts of programming. The curriculum was designed and integrated into the teaching strategies to arouse situational interest, including life situations, encouraging thinking, problem-solving, peer collaboration, exploring and challenging, etc. A total of 81 3^(rd) and 4^(th) grade students participated from three rural elementary schools in southern Taiwan. They filled out the questionnaire of situational interest and concepts understanding of programming for the learning effect before and after teaching. The semi-structured interviews of selected students were conducted for the related influencing factors after teaching. The results showed that 1) curriculum teaching could enhance the 3^(rd) and 4^(th) grade students' situational interest and concept understanding of programming. 2) Curriculum teaching could enhance the 3^(rd) and 4^(th) grade students' value dimension of situational interest, especially among 3^(rd) grade students and students without learning experience. 3) Curriculum teaching could enhance the 3^(rd) and 4^(th) grade students' ＂sequence＂ and ＂loop＂ concept understanding of programming, and the 4^(th) grade students were better than the 3^(rd) grade students. 4) Curriculum teaching could enhance students' situational interest and concept understanding of programming through different influencing factors. This study also gave practical suggestions for unplugged programming curriculum designing, teaching, and research in rural elementary schools.

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