運用概念圖輔助國小學童主題式程式設計課程效益探究

The Effects of Applying Concept Maps in Elementary School Students' Theme-Based Programming Design Course

10.29495/CITE.201006.0094

王曉璿；陳文鴻；邱宜箴

Scratch ； 電腦程式 ； 概念圖 ； Scratch ； Programming ； Concept Maps

科技教育課程改革與發展學術研討會論文集

2010期（2010 / 06 / 01）

94 - 99

繁體中文

對程式設計初學者，尤其是兒童來說，要了解程式語言的語法是相當困難的（賴健二，2004），因此研究者使用視覺化積木式的Scratch作為國小學童學習程式設計的工具，進行主題式的程式課程設計，以降低學童在語法上學習的困難。 概念圖可以清晰顯現教師所要呈現的教學單元及學習者的概念架構，因此研究者提供概念圖作為教學策略輔助國小學童以階層的方式學習程式設計並達到預期的教學目標。 研究者以問卷調查、作品檔案評量及觀察等方式評估學童對課程中程式概念的了解、實作能力與作品完成度，以期提供未來國小學童在學習程式設計課程之教學建議。

For programming beginners, especially children, to understand the syntax of programming languages is quite difficult, so researchers use the visual building block of Scratch as a primary school children to learning programming tools to conduct theme-based curriculum design program to reduce children's grammatical learning difficulties. Concept maps can clearly show teachers and teaching modules to be presented by learner's conceptual framework. Thus the study use concept map as a teaching strategy for elementary school children to learn programming and to achieve the desired teaching objectives. A questionnaire survey, programming project learning portfolio, and observation of the course assessment of student understanding of programming concepts are used in the research. Several suggestions are made in the study for the future programming course design.