應用極限編程之實務作法於高職程式設計教學之成效

The Efficiency of Applying eXtreme Programming Practices to Learning Programming at Vocational High School

蔡文嘉(Tsai Wen-Chia)

指導教授 ： 張國恩 ； 宋曜廷

國立臺灣師範大學/教育學院/資訊教育學系/碩士(2009年)

摘要

本研究根據程式語言學習之問題解決歷程理論，提出之五個問題解決步驟，結合極限編程中適合於程式設計教學環境的數項關於程式開發的實務作法，設計一Visual Basic課堂教學輔助系統；另外將有關於學生之間合作學習的雙人搭檔編程這項實務作法獨立出來，探討VB課堂教學輔助系統與雙人搭檔編程搭各自獨立或互相搭配來輔助高職學生學習程式設計，是否能有效提升其對於程式設計學習之成效。
研究方法採準實驗研究法，實驗研究的自變項為教學方法（VB課堂教學輔助系統＋雙人搭檔編程、VB課堂教學輔助系統、雙人搭檔編程、傳統VB程式設計教學），依變項為VB程式語言成就測驗得分，對測驗結果以第一次段考程式語言之成績為共變數，進行共變數分析，了解VB課堂教學輔助系統及雙人搭檔編程對學生學習成效的影響。以台北市某高工一年級136學生作為研究樣本，分為控制組（傳統程式語言教學）共31人、實驗組1（使用VB課堂教學輔助系統）共39人、實驗組2（使用雙人搭檔編程）共32人、實驗組3（同時使用VB課堂教學輔助系統及雙人搭檔編程）共34人；並藉由問卷調查，了解學生對程式設計的看法、興趣及信心，以及實驗結束後，對實驗之教學方法的想法。
研究結果發現，（1）VB課堂教學輔助系統及雙人搭檔編程同時使用可以顯著提升學生學習程式之成效；（2）單獨採用雙人搭檔編程，在遇到較複雜的程式理解題時，成績會顯著低於VB課堂教學輔助系統組；（3）單獨採用雙人搭檔編程，在遇到課堂未曾練習過之程式設計題時，成績會顯著低於其他三組；（4）單獨採用雙人搭檔編程，在指令的理解、程式設計的信心以及對程式的構思能力三方面，皆顯著低於其他三組。

關鍵字

程式語言學習 ； 問題解決歷程 ； 極限編程 ； 雙人搭檔編程

並列摘要

An instruction system based on the five problem solving processes of solving program problem theorem and combining some practices of eXtreme Programming suitable for programming courses was designed in this study.
This study investigated the effects of using this instruction system to help vocational high school students learn programming. A quasi-experiment design was implemented in order to compare the effects of using this instruction system. Four classes, with a total of one hundred thirty-six, first-year vocational high school students enrolled in an introductory programming course participated in this study. One class of thirty-one students served as the control group who just used the VB integrated development environment; another class of thirty-nine students served as the experiment group one who used this instruction system; another class of thirty-two students served as the experiment group two who used pair programming; the other class of thirty-four students served as the experiment group three who used this instruction system and pair programming. Students’ performance on post-experiment achievement tests, and answers on questionnaires, were collected and analyzed.The findings show that: (1) This instruction system and pair programming used together got significantly higher achievement than control group. (2) Pair programming used alone in solving more complex program concept problems got significantly lower achievement than this instruction system used alone. (3) Pair programming used alone in solving program design problems never practiced in class got significantly lower achievement than the other three groups. (4) Pair programming used alone in comprehension of programs, confidence of program design and mental models of program execution got significantly lower achievement than the other three groups.

並列關鍵字

Programming learning ； Progress of problem solving ； eXtreme Programming ； Pair Programming

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