DBL视域下的儿童编程教学模式及其效果验证:一项基于设计的研究

Children’s Programming Teaching Model and Its Effectiveness Validation under the DBL Perspective:A Design-based Research

基于设计的学习(Design-Based Learning,DBL)起源于学习科学领域,强调迭代设计与开发,与儿童编程教学的契合度较高,可为儿童编程教学模式的革新与学生问题解决能力的提升提供依据。基于此,文章首先构建了DBL视域下的儿童编程教学模式雏形,随后运用基于设计的研究方法进行两轮迭代实验,对模式雏形进行优化后得到DBL视域下的儿童编程教学模式。最后,文章利用准实验研究法检验此模式的有效性,结果表明:DBL视域下的儿童编程教学效果优于传统编程教学,且DBL视域下的儿童编程教学与传统编程教学在提升学生问题解决能力方面存在显著差异;DBL视域下的儿童编程教学模式有助于学生形成问题解决思路并学会反思,在教学实践中展现出了良好的适应性。文章以设计为主线,助推儿童编程教学模式革新,可为有效提升儿童的问题解决能力提供有价值的理论指导和实践参考。

Design-based Learning(DBL),originating from the learning sciences field,emphasized iterative design and development,and is highly compatible with children’s programming education,which could provide the basis for the innovation of children’s programming teaching model and the improvement of students’problem-solving abilities.Based on this,the paper firstly constructed a prototype of children’s programming teaching model from the perspective of DBL.Subsequently,two rounds of iterative experiments were carried out by using the design-based research method,and the children’s programming teaching model under the DBL perspective was obtained after optimizing the prototype model.Finally,the effectiveness of this model was tested by using quasi-experimental research method.The results showed that the effectiveness of children’s programming teaching under the DBL perspective was better than that of traditional programming teaching.Moreover,significant differences existed between children’s programming teaching from the perspective of DBL and traditional programming teaching in enhancing students’problem-solving abilities.The children’s programming teaching model under the DBL perspective could help students form problem-solving ideas and learn to reflect,and exhibited good adaptability in teaching practice.This paper promoted the innovation of children’s programming teaching model through taking the design as the main line,which could provide valuable theoretical guidance and practical references for effectively improving children’s problem-solving abilities.