運用圖卡於Scratch程式設計教學之行動研究
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2014
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Scratch為美國麻省理工學院的多媒體實驗室為程式設計初學者所開發的程式設計軟體，自其推出至今，國內外已有許多中小學將其納入電腦課程的教學內容。在中小學實施程式設計教學所面臨的最大困難之一，在於學生學習能力的巨大差異，因此傳統教學所採用的全班進度一致的教學方式，往往無法符合學生的個別需求。本研究旨在探討如何設計適才適性的圖卡，將其運用於國小的Scratch程式設計課堂教學中，使學生可根據自己的興趣與能力選擇學習內容。為能不斷精進圖卡設計方式，並持續調整與圖卡教材搭配進行的教學流程，本研究採取行動研究法，依循Carr和Kemmis（1983）所提出之「計畫，行動，觀察，反思」螺旋式步驟，針對台北市某國小五年級四個班級的101位學生，進行為期20週之教學實驗。教學內容依序為「開始與座標」、「重複迴圈」、「條件判斷與亂數」、「變數、數位邏輯、算術運算子與廣播」等四個單元。本研究針對每個教學單元均設計了三種情境故事、三種難度之九張圖卡，供學生在課堂練習中斟酌使用，教師並以適當的獎勵機制鼓勵學生多做練習。研究結果顯示，多重難易度與多重情境故事的圖卡設計方式確實滿足了學生個別需求上的差異，而且學生多能充分利用課堂時間進行練習。本研究亦發現，使用Scratch圖卡的教學方式將學習主導權從老師逐漸移轉至學生，增進了學生自主學習、探索學習、以及同儕間互相討論與協助的機會，如此亦間接使得老師能有較多時間照顧進度較慢、特別需要協助的學生。
Scratch is a programming language developed by MIT Media Lab for beginning programmers. Many primary and secondary schools have incorporated Scratch into their computer courses since its first launch. One of the greatest difficulties faced by those schools is the huge difference among students’ learning capacity. To meet the individual needs , the traditional teaching method in which students should follow only one teaching method. This study aims to explore a better way to teaching Scratch bydesigning instructional Scratch cards and using them in computer classrooms. Students can choose what they want to learn based on their interest and abilities. In order to constantly improve the design of the Scratch cards and its teaching strategy, this study adopted the action research approach consisting of four spiral steps: plan, action, observation, and reflection" proposed by Carr and Kemmis (1983). One hundred and one fifth-grade elementary school students participated in this experiment for 20 weeks. The teaching material was organized into four units: "start and coordinate," "repeat loop," "conditional and random number," and "variable, digital logic, arithmetic operators and broadcasting." For each unit, we designed nine Scratch cards with three coverstories in three difficulty levels. Students can find a proper one to practice with and train themselves by increasing the difficulty level. On the other hand, appropriate incentives were used to encourage students to practice more. The results showed that Scratch cards did meet the needs of students and also gradually change the focus of instruction from teacher-centered to learner-centered. As a result, students had more opportunities to explore, discuss with peers, ask for assistance, and learn actively. It also allowed teachers to provide more assistance to slow learners in the class.
Scratch is a programming language developed by MIT Media Lab for beginning programmers. Many primary and secondary schools have incorporated Scratch into their computer courses since its first launch. One of the greatest difficulties faced by those schools is the huge difference among students’ learning capacity. To meet the individual needs , the traditional teaching method in which students should follow only one teaching method. This study aims to explore a better way to teaching Scratch bydesigning instructional Scratch cards and using them in computer classrooms. Students can choose what they want to learn based on their interest and abilities. In order to constantly improve the design of the Scratch cards and its teaching strategy, this study adopted the action research approach consisting of four spiral steps: plan, action, observation, and reflection" proposed by Carr and Kemmis (1983). One hundred and one fifth-grade elementary school students participated in this experiment for 20 weeks. The teaching material was organized into four units: "start and coordinate," "repeat loop," "conditional and random number," and "variable, digital logic, arithmetic operators and broadcasting." For each unit, we designed nine Scratch cards with three coverstories in three difficulty levels. Students can find a proper one to practice with and train themselves by increasing the difficulty level. On the other hand, appropriate incentives were used to encourage students to practice more. The results showed that Scratch cards did meet the needs of students and also gradually change the focus of instruction from teacher-centered to learner-centered. As a result, students had more opportunities to explore, discuss with peers, ask for assistance, and learn actively. It also allowed teachers to provide more assistance to slow learners in the class.
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Keywords
Scratch程式設計, 教學式圖卡, 適性教學, 情境故事, Scratch programming, Instructional Scratch cards, Adaptive teaching, Cover story