技术支持型教学干预对学生计算思维培养的影响--基于37篇国际实证研究的元分析

The Influence of Technology-Supported Teaching Intervention on Students'Computational Thinking Training--Meta-Analysis Based on 37 International Empirical Studies

选取37篇国内外的实证研究文献,采用元分析方法探究技术支持型教学干预对学生计算思维培养的影响,共产生45个独立研究,样本总量为2758.研究发现,技术支持型教学干预对学生计算思维培养有中等程度的显著正向影响.调节效应检验的结果表明:不同学科的教学干预对学生计算思维培养存在显著差异;不同教学干预工具的干预效果有显著差异,其中图形或模块化以及游戏化的编程工具对学生计算思维的培养效果更显著;基于系统环境设计的教学评估工具的评估效果更明显;不同国家(地区)在计算思维的培养上有显著差异;初中阶段开展计算思维的培养效果最优;在本研究中,干预周期在6~11周取得的效果最佳;样本量越小,计算思维的教学干预效果越显著;技术支持型教学干预对学生计算思维的培养效果在性别上不存在显著差异.

This study selected 37 domestic and foreign empirical research literatures,using the meta-analysis method to explore the impact of technology-supported teaching intervention on students'computational thinking training,and generated a total of 45 independent studies with sample size of 2758.The results show that technology-supported teaching intervention has a positive effect on students'computational thinking.The results of the moderating effect test showed that:The effect of computational thinking teaching intervention is significantly different in different subjects.The effects of different teaching intervention tools are different,among which the graphical,modular and game programming tools have better effects on students'computational thinking.The teaching evaluation tool based on the system environment design has more obvious evaluation effect.There are significant differences in the cultivation of computational thinking in different countries(regions).The effect of developing computational thinking in junior middle school is the best.In this study,the best effect was obtained when the intervention period was 6~11 weeks.The smaller the sample size,the better the effect of teaching intervention of computational thinking.Gender difference has no significant influence on the effect of technology-supported teaching intervention on the cultivation of students'computational thinking.