程式設計融入幼教師資培育課程之教學實踐歷程探討

隨著AI人工智慧的發展與推進，大學生具備程式設計能力亦成為國家的重要教育政策，而鼓勵各系將程式設計融入專業課程乃研究者服務學校之校務發展方向。研究者配合學校政策開設程式設計融入幼教師資培育之幼兒藝術課程，冀望學生除了專業知能的學習外，同時亦能激起其學習程式設計的意願，以拓展學習領域，並透過跨領域學習轉化為創新動力，回饋至專業領域。本研究之教學構思以設計思考為取向，綜合Stanford d. School的設計思考5階段、英國設計協會的4D設計思考流程、以及Tim Brown的3I設計思考探索過程，透過幼兒藝術專案設計與研發，培養幼教師資生洞見、觀察、同理、跨域思考、樂觀、實驗精神、合作之特質，並採用ADDIE教學設計模式調整課程架構、教材教法、班級經營、學習評量，以提升學習成效與教學品質。

關鍵字

程式設計；設計思考；跨領域學習； ADDIE教學模式；師資培育

並列摘要

With the development and advancement of artificial intelligence, preparing university students with programming skills has become an important educational policy. Thus, integrating programming skills into the professional curriculum in every department has become a direction of school development in researcher's university. Based on this direction, the researcher has decided to integrate programming into the course of art education for young children, which is an advanced course for pre-service early childhood teachers. The objective of this course is to not only help these pre-service early childhood teachers acquire domain knowledge, but also arouse their interests in learning programming. It is hoped that this experience of the inter-disciplinary learning could be transformed into ideas for innovative teaching in the professional field. The design thinking approach was used as the conceptual framework of this research. The instructional pedagogies included a five-stage design thinking model proposed by Stanford d. school, a four-D-stage process of design thinking proposed by the UK Design Council, and a three-C-space approach for the exploring process of design thinking proposed by Tim Brown. From the young children's drawing of the interactive project, student's characteristics of being a design thinker, such as insight, observation, empathy, integrative thinking, optimism, experimentalism, collaboration skills, were observed. In addition, ADDIE instructional model was used to adjust the course structure, teaching materials, classroom management, and assessment of learning in order to increase learning effectiveness and to improve instructional quality.

並列關鍵字

programming ； design thinking ； interdisciplinary learning ； ADDIE instructional model ； teacher education

參考文獻

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media. https://doi.org/10.1007/978-0-387-09506-6

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Syslo, M. (2015). From algorithmic to computational thinking: On the way for computing for all students. In M. Goldweber & S. Kurkovsky (Eds.). Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 1). https://doi.org/10.1145/2729094.2742582

Vihavainen, A., Airaksinen, J., & Watson, C. (2014). A systematic review of approaches for teaching introductory programming and their influence on success. In Q. Cutts, B. Simom, & B. Dorn. Proceedings of the Tenth Annual Conference on International Computing Education Research (pp. 19-26). https://doi.org/10.1145/2632320.2632349

Werner, L., Denner, J., Campe, S., & Kawamoto, D. (2012). The fairly performance assessment: Measuring computational thinking in middle school. In L. S. King & D. R. Musicant. SIGCSE @@$$12 Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 215-220). https://doi.org/10.1145/2157136.2157200

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