跨学科融合理念下小学编程课程的内容设计与实践

跨学科教学已成为各阶段学校教育的新趋势。在跨学科融合理念下,如何有效培养学生的编程思维,是人工智能时代教育发展的一大重要问题。以“自然—人文—未来”为主题,对小学编程课程跨学科融合教学活动进行架构与设计,旨在激发学生自主学习的内驱力,提升学生的综合能力与核心素养。

小学创意编程课程教学中计算思维的培养

计算思维是计算机科学中的一个重要概念,它涉及对问题进行分析、分解、抽象和算法化等一系列处理的能力。在小学生编程教学中要注重培养学生的计算思维,并锻炼学生解决问题的能力及逻辑思考能力。在小学创意编程课程中,教师应结合学生的特点和教学内容,创设编程情境,激发学生兴趣,让学生主动参与到创意编程学习中。

基于情境模式与网络跨校协作的小学编程校本课程开发

为了双减下社团编程活动与儿童编程教育的有效开展,当前小学编程校本课程研制需突破开发理论模式、学校情境分析、团队协作的困境。文章通过对校本课程开发的理论探索,构建了基于情境模式与网络跨校协作的小学编程校本课程开发模式。按照SWOT开展学校实际需求分析并确定课程目标,然后,团队通过平台跨校协作进行个人编写设计、小组协作开发与研讨,依据小学生不同年龄“分层次”研制出了启蒙、进阶、提高三个阶段的小学全套编程课程。在三所学校通过个人自主备课、在线集体备课、线下课堂活动、线上直播与听评课一年半的三轮教学行动研究,实践证明,这种模式适合当前学校社团的实际需要,避免了独立学校与单个教师开发的弊端,明显提高了师生的课程参与度与编程课堂热情。

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.