认知水平与计算思维间的隐含关系挖掘--基于编程行为表征视角

Mining the Implicit Relationship Between Cognitive Level and Computational Thinking:From the Perspective of Programming Behavioral Representation

随着人工智能时代的来临,编程教育日益受到重视。学生在编程过程中的行为,实质上反映了其对利用计算工具解决问题的认知水平,也映射出其计算思维的发展过程,挖掘三者间的隐含关系有助于通过优化编程任务设计改善对学生计算思维的培养。基于认知目标分类和计算思维三维框架构建映射关系,以Scratch可视化编程任务作为研究案例,采用编程操作视频分析与学生访谈相结合的方法,从编程行为表征的视角对认知水平与计算思维间的隐含关系进行挖掘后发现:一方面,认知水平与编程行为之间存在密切关系,知道与理解是编程行为的基础性认知,应用与分析是编程行为的核心,评价推动学生对编程行为的反思,而创造可激发编程行为产生新的作品。另一方面,在编程活动中,学生的认知水平与计算思维的发展彼此关联且相互促进,编程行为中的低阶认知目标的达成是形成计算观念的基础,编程实践引发的高阶思维认知需求可促进学生对计算思维的领悟。因此,应当遵循认知水平与计算思维的发展规律,有针对性地将面向各类认知目标的编程任务嵌入到教学设计中,方可有效实现利用编程教育对学生计算思维的培养。

With the advent of the age of artificial intelligence, programming education has received increasing attention. The behavior of students in the programming process essentially reflects their cognitive level of using computing tools to solve problems, and also reflects the development process of their computing thinking. Mining the implicit relationship of learning behavior, cognitive level and computing thinking helps to improve the cultivation of students’ computational thinking through optimizing the design of programming tasks. Taking Scratch visual programming tasks as a case study, the implicit relationship between cognitive level and computational thinking is explored from the perspective of programming behavior representation with a method of combining video analysis of programming operations with student interviews, based on a mapping relationship of cognitive target classification and a three-dimensional framework of computational thinking. The results show that on the one hand,there is a close relationship between cognitive level and programming behavior. Remembering and understanding are the basic cognition of programming behavior, application and analysis are the core of programming behavior,evaluation drives students’ reflection on programming behavior, and creation may inspire programming behavior to produce new works. On the other hand, students’ cognitive level and the development of computational thinking are interrelated and promoted with each other in programming activities. The achievement of low-order cognitive goals in programming behaviors is the basis for forming computing perspectives, and the cognitive needs of high-order thinking triggered by programming practice may promote students’ understanding of computational thinking.Therefore, it is necessary to follow the development rules of cognitive level and computational thinking, and to embed programming tasks oriented to various cognitive goals into instructional design, which enhances the cultivation of students’ computational thinking through programming education.