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研究生:張智棋
研究生(外文):Chang, Chih-Chi
論文名稱:Code.org對於國小三年級學生運算思維之影響研究
論文名稱(外文):A Study on the Impact of Code.org Curriculum Design on the Computational Thinking of Third-Grade Elementary School Students
指導教授:趙貞怡趙貞怡引用關係
指導教授(外文):Chao, Jen-Yi
口試委員:顧大維張循鋰
口試委員(外文):Ku, Ta-WeiChang, Hsun-Li
口試日期:2022-06-06
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:課程與教學傳播科技研究所(課程與教學)
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:168
中文關鍵詞:運算思維Code.org程式教育
外文關鍵詞:Computational ThinkingCode.orgProgramming Education
相關次數:
  • 被引用被引用:1
  • 點閱點閱:210
  • 評分評分:
  • 下載下載:12
  • 收藏至我的研究室書目清單書目收藏:0
伴隨著資訊發展,現在的生活已離不開科技。在十二年國教課綱裡,學習運算思維和程式教育越來越重要。本研究對象年齡較小,且是運算思維的初學者,所以選擇的課程教材以視覺化程式積木和不插電的活動為主。Code.org是一個好資源,且適合年齡較小者。本研究旨在探討Code.org對於國小三年級學生的學習歷程及對其在運算思維上的影響。研究者因而從Code.org網站中挑選與運算思維有關的課程內容並改編以更適合研究對象。研究方法採以單組前後測設計。研究對象為新竹市某國小三年級學生一班,共計24名學生。每節課教學40分鐘,共計10節。在研究工具上,蒐集學生課程學習單以理解學生的學習歷程,前、後測是從澳洲國家Bebras運算思維2018-2019測驗中篩選適合研究對象的試題。本研究的結果為:
一、在Computational Thinking課程中,學生能找出遊戲規則並遊玩。
二、在Algorithms (Tangrams)課程中,大部分的學生能依照指令正確地排出正確圖形,然而少部分的學生在方位判斷上會有誤解。
三、在Sequencing課程中,學生能依照給予的符號代碼正確地完成學習單內容,然而少部分學生在方位判斷上會有誤解。
四、在Hour of Code (Classic Maze)課程中,有19名學生能完成前十關的關卡,然而卻無法掌握好抽象化概念。
五、本研究課程分別為Computational Thinking、Algorithms (Tangrams)、Sequencing和Hour of Code (Classic Maze) 。學生最喜愛的課程是Hour of Code (Classic Maze)。
六、學生在後測平均數高於前測平均數並達顯著差異,故Code.org能提升學生運算思維能力。


With the development of information, our daily lives are indispensable for technology. The guideline of 12-year Basic Education indicates learning Computational Thinking and programming are becoming more and more important. The ages of objects in this study were very young. Besides, they were beginners to learn Computational Thinking. Therefore, the main materials for them were unplugged activities and block-based programming. Code.org. was a good resource for the youngers. The purpose of this study was to comprehend learning process and learning effectiveness on Computational Thinking of the third-grade students when they learned Code.org. Therefore, the researcher adopted related lessons from Code.org and adjusted the lesson plans to be much suitable for the objects. Involving 24 students from an elementary school districted in Hisnchu were as the objects. The study took 40 minutes per session for 10 sessions. The study used one-group pretest-posttest design as research method. Worksheets were as the data analysis for realizing stendents’ learning process. Researcher picked the tasks which were suitable for the objects from 2018-2019 Bebras tasks in Australia. The study results showed as below:
1. On the Computaional Thinking classes, objects were able to find out the rules and played the game.
2. On the Algorithms (Tangrams) classes, most of the objects were able to follow the instructions and put the shapes in the correct places. Few of objects had misconceptions of the positions.
3. On the Sequencing classes, most of objects were able to use the symbols and codes to finished the worksheet sussesfully. Few of objects had misconceptions of the positions.
4. In “Hour of Code” activity, there were 19 objects were able to finish the levels from first to the tenth. Some of the objects couldn’t comprehend the concept of abstract.
5. The courses of this study included Computational Thinking, Algorithms (Tangrams), Sequencing and Hour of Code (Classic Maze). The favorite course of Objects was Hour of Code (Classic Maze).
6. The mean from posttest was better than the pretest also achieved significant differences; therefore, learning Code.org could promote objects’ Computational Thinking abilities.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 2
第三節 名詞解釋 3
第四節 研究範圍與限制 4
第五節 研究貢獻 6
第二章 文獻探討 7
第一節 我國資訊教育的發展與現況 7
第二節 運算思維意涵 11
第三節 程式教育意涵 44
第三章 研究方法 59
第一節 研究流程 59
第二節 研究對象 60
第三節 課程設計 60
第四節 研究工具與信效度 74
第五節 資料蒐集與分析 75
第四章 研究結果與討論 77
第一節 Code.org課程之學習歷程 77
第二節 Code.org課程對學生運算思維之影響 96
第五章 結論與建議 101
第一節 結論 101
第二節 建議. 102
參考文獻 105
附錄一 前測PPT 122
附錄二 前測測驗卷 127
附錄三 Computational Thinking PPT 129
附錄四 Computational Thinking 學習單 133
附錄五 Algorithm (Tangrams) PPT 135
附錄六 Algorithm (Tangrams) 學習單 140
附錄七 Sequencing PPT 141
附錄八 Sequencing 學習單 144
附錄九 後測PPT 146
附錄十 後測答案卷 150
附錄十一 學生回饋單 152
附錄十二 Code.org網站Computational Thinking活動學習單 153
附錄十三 Code.org網站Computational Thinking評估學習單 156
附錄十四 Code.org Tangrams 評估學習單 157

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