李忠謀Lee, Chung-Mou林依潔Lin, Yi-Chieh2019-09-052018-04-102019-09-052017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060347049S%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/106427本研究提出一個「從程式設計觀念至程式設計實作」之教學策略，試圖探討程式設計初學者在使用視覺化程式平台學習程式設計的觀念之後，能否在進一步學習資訊科學高階程式語言（如C、C++、Java等）的實作上有良好的學習成效。我們以新北市某高中學生共120人為研究範圍，針對程式設計初學者研擬教學策略並以實驗的方式來進行。本研究將學生分為四個組別：採用從程式設計觀念至程式設計實作之教學策略，並變化其培養程式觀念時間長短的實驗組一、實驗組二以及實驗組三，與使用現行C語言教學模式的控制組。於課程結束後分析學生之學習成效和對運算思維能力的影響，同時也針對參與研究的教師、學生進行訪談與問卷實施，以深入瞭解師生的看法。 經研究結果發現，程式設計初學者在透過從程式設計觀念至程式設計實作之教學策略的培養後，對於程式設計的觀念與學習興趣能有所提升。我們得出以下結論：（1）程式設計初學者若在實驗組的教學策略培養之下，於程式設計的觀念測驗表現較佳；（2）若使用足夠的時間使用視覺化程式設計，對於運算思維能力將有正向的影響；（3）學生在實驗組教學策略下的學習興趣較高。This research proposed a multi-stage model for teaching and learning of computer programming in school setting. The research hypothesis was that by first learning programming concepts via visual programming tools (such as Blockly or Scratch) before learning the syntax and programming in C/C++, can enhance the learning outcome. Three slightly different instruction approaches were experiemented in this study. Four classes with 120 students studying at a New Taipei city high school participated in this study. The four classes were randomly designated as the control group and experimental group I, II or III. Data collected for analysis include midterm and final exam grades, post-experiment questionnaire, and the computational thinking pre- and post-tests. The experimental results showed that students in the experimental groups had better programming concepts than the control group. Furthermore, experimental group students improved their computational thinking skills more so than the control group. Finally, the experimental group students also exhibited higher motivation and participation in class.程式設計視覺化程式設計程式設計教學策略programmingvisual programming languageprogramming instruction strategy