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| Title: | 程式理解教學樣式：教學策略與學習任務
Pedagogical Patterns for Program Comprehension: Teaching Strategies and Tasks |
| Authors: | 林雅雯 |
| Contributors: | 廖峻鋒
陶亞倫
林雅雯 |
| Keywords: | Block Model
Notional Machine
教學樣式
程式理解
程式教育
Block Model
Notional Machine
pedagogical patterns
program comprehension
program education |
| Date: | 2022 |
| Issue Date: | 2022-08-01 18:50:34 (UTC+8) |
| Abstract: | 程式理解是理解一段由程式語言構成的程式碼片段的能力，其要素包含理解程式執行的過程、閱讀和解釋程式語意的能力、理解程式以維護或修改現有程式的能力、理解基本程式結構如迴圈和判斷式的能力，以及對程式應用目的的理解。近幾年的許多研究指出，程式理解通常被目前程式設計教育所忽略，而現有的程式理解研究大多還處於實驗階段，缺乏高質量程式理解教學的可靠指引，同時，教學樣式已被證明是交流教學經驗的有效方法。
本文參考現有的程式理解研究，以Block Model和Notional Machine為理論基礎，提出可應用於教學的程式理解教學樣式系統。這些樣式描述了程式理解策略、程式理解任務以及呈現Notional Machine的方式，並以範例說明具體內容，分析應用這些樣式的結果，期盼這些樣式能作為教師設計課程的指南，並鼓勵教師進行相關的教學活動。
為使教學樣式更貼近實際教學樣貌，本研究在提出教學樣式後，採質性研究之深度訪談法，以程式設計教師與助教為研究對象，蒐集其對樣式的看法與應用情境，整理分析訪談資料，修改樣式內容並提出樣式改善建議，供予未來樣式研究者參考。
研究結果顯示，教學者進行教學活動時通常會應用到與樣式類似的概念，但依據教學現場的狀況會有相異的解讀與運用方式，而本研究整理的教學樣式能提供教學者更多教學上的選擇，統整性的內容能讓教學的順序更清晰，此外，研究結果中的應用情境與建議也能作為後續樣式的修改依據。本研究認為以教學樣式的方式呈現程式理解策略與工具有助於教師快速取用教學方法，減少嘗試與錯誤的時間，本文的研究結果可以作為教授程式設計課程的教師依據學生不同的理解需求和知識基礎來規劃程式理解課程的指引。
Program Comprehension (PC) is the ability to understand a segment of code written in a computer programming language. The ingredients of PC include understanding the process of program execution, the ability to read and interpret program semantics, the ability to understand programs to maintain or modify an existing program, the ability to understand basic program structures such as loops and conditional expressions, and the understanding of program purposes. Many recent studies point out that PC is usually ignored in current programming education. Most of the existing practices of PC are still in the experimental stage, lacking reliable guidelines for conduction high-quality PC teaching. Meanwhile, Pedagogical Patterns have been proven as an effective approach for communicating empirical teaching experiences.
Based on existing PC researches, this research proposes a system of pedagogical patterns for PC in education and uses the Block Model and the Notional Machine for program execution as two major theoretical foundations. The purpose of these patterns is to describe the PC strategies, PC tasks, and the method of representing Notional Machine, to illustrate the specific contents with examples, and to analyze the consequences of applying the patterns, hoping that they will serve as a basis for teachers to design their courses and encourage them to carry out related teaching activities.
In addition, to make the pedagogical patterns close to the real teaching situation, this research adopts in-depth interviews and targets programming teachers and teaching assistants to collect the application situation of patterns. Then analyze the interview data, revise the patterns, and organize suggestions for future reasearch.
The results indicate that teachers usually apply concepts similar to the patterns in class, but there will be different interpretation and application methods according to the teaching context, and the pedagogical patterns can provide teachers with more teaching alternatives. Besides, the application situations and suggestions in the research results can also be used as the basis for the revision of subsequent patterns. This study suggests that a system of pedagogical patterns for PC in education can help teachers quickly adopt teaching methods and reduce the time for trial and error. The results of this research can be used as a guide for programming teachers to plan programming comprehension courses with students’ different comprehension needs and knowledge bases. |
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| Description: | 碩士
國立政治大學
數位內容碩士學位學程
109462002 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109462002 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202200903 |
| Appears in Collections: | [數位內容碩士學位學程] 學位論文
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