促进计算思维发展的编程投入机制研究:基于ICAP理论

Research on Programming Engagement Mechanism to Promote the Development of Computational Thinking: Based on ICAP Theory

编程作为计算思维培养的主要载体已经逐渐成为K12教育关注的重点课程之一,但缺乏对编程投入的关注往往会加剧学生在理解编程时面临的困难,从而阻碍计算思维的发展。ICAP理论根据外显行为来区分学生投入程度,能够为促进编程投入提供可操作性指导。因此,文章依据ICAP理论,提出了编程投入机制,以编程活动为支撑、编程工具为动力、编程同伴为牵引以及编程策略为手段,并在小学课堂进行了不插电编程实证以探究该机制对学生计算思维的作用效果。研究结果表明,基于ICAP理论的编程投入机制能够显著提高学生的计算思维技能,并且从不同计算思维水平学生的参与行为模式可以看出,三组学生的交互协作参与行为占比最高,但高分组学生偏向高阶参与行为,中分组和低分组表现出了更多的辅助行为。此外,文章依据实证结果针对编程投入机制展开进一步讨论,为未来一线教师和相关研究者提供了编程教育发展计算思维的理论和实践参考。

Programming,as the main carrier of the cultivation of computational thinking,has gradually become one of the key courses concerned by K12 education.However,the lack of attention to programming engagement often aggravates the difficulties students face in understanding programming,thus hindering the development of computational thinking.ICAP theory distinguishes the degree of student engagement based on explicit behaviors,providing operable guidance for promoting programming engagement.Therefore,based on ICAP theory,this paper proposes a programming engagement mechanism with programming activities as the support,programming tools as the power,programming partners as the traction,and programming strategies as the means,and conducts an empirical study of unplugged programming in a primary school classroom to explore the effect of this mechanism on students'computational thinking.The results show that the programming engagement mechanism based on ICAP theory can significantly improve students'computational thinking skills.According to the participation behavior patterns of students with different computational thinking levels,the three groups of students have the highest proportion of interactive and cooperative participation behaviors,but students in high scoring groups tend to high-order participation behaviors,and students in middle and low scoring groups show more auxiliary behaviors.In addition,this paper further discusses the programming engagement mechanism based on the empirical results,providing theoretical and practical references for future front-line teachers and related researchers to develop computational thinking in programming education.