中小學生學習程式設計動機之研究

2012年從愛沙尼亞開始，世界各國陸續將程式設計課程納入國小課綱，2016年美國總統Obama，投入四十億美金並宣布全美中小學生都要學習程式設計，提出「所有人都要學電腦科學」提案（Computer Science for All Initiative）。全世界推動小學生開始寫程式，不僅是要培養未來大量的軟體人才，更要訓練孩子運算思維、創新、解決問題的能力。我國108課綱將程式設計納入國高中必修課程，卻未在小學階段規劃固定學習時數，由於國內升學主義濃厚，家長、學校普遍重視升學考試科目，到了國中，程式設計課程很容易被忽視。但是這幾年已有不少家長開始重視學程式要從小開始，因而求助體制外的補教業者。但國內目前針對校外學習程式設計課程的相關行為動機之研究成果甚為缺乏，故本文研究著重於探討家長為何讓孩子學習程式設計的動機及行為，希望做為未來推廣程式教育的參考。本次研究採用問卷調查法，調查300位10-14歲的學生家長，欲了解「家長讓孩子學習程式設計課程的動機」，動機分為家長背景、學生背景、教育期望科技認知、影響因素四大構面，利用邏輯斯迴歸分析35個因素，發現：一、男生學程式的勝算是女生學程式的2.619倍。二、補習國文又學程式的勝算是沒補國文學程式的2.367倍。三、有補習音樂又學程式的勝算是沒補音樂學程式的2.882倍。四、有專屬電腦學程式的勝算是沒專屬電腦的2.706倍。五、越重視學科成績的家長越不易讓孩子學習程式。六、家長年齡越大，讓孩子學習程式設計的機會越大。七、家長受教育年限多一年，讓孩子學習程式設計的勝算增加為1.193倍。八、獨生子女學程式的機會比較高。九、從事教育業的家長，越容易讓孩子學習程式設計。十、家庭年收入越高，越容易讓孩子學習程式設計。

關鍵字

兒童程式設計；資訊教育；補習教育

並列摘要

Started from Estonia in 2012, countries all over the world have gradually added computer programming into their elementary schools’ courses. In 2016, United State President Obama investing 4 billion USD (United State Dollars) on computer programming announced that computer programming are indispensable for all students that were ninth grade and below. President Obama proposed a proposal on “Computer Science for All Initiative”. Obama fostered the abilities of coding for elementary school student, which not only developed a large number of software professionals in the future, but also trained the students to have the ability of computational thinking, solving problems, and to be creative. Computer programming was added as a required course to the latest 108 Junior and Senior high school curriculum guidelines, however, not for elementary school. Due to the pressure of achieving a higher education, the parents and the schools normally focused on the academic subjects, and ignored the technical ones. Nevertheless, more parents have begun to pay attention to the early-aged learning of programming, and they start to seek the cram schools with this course in recent years. Yet, they are lacking in current research results on the relevant motivation for learning programming courses. Therefore, the relevant motivations and the behaviors of the parents who let their children learn computer programming will be discussed in this thesis. The research purpose is to promote computer science in our education industry. The method to carry out this study was using a questionnaire survey, which investigates 300 parents of the students aged between 10-14. The survey is about "the motivations of parents who let their children learn programming courses". The motivations of the survey are divided into four sections “family background”, “student background”, “educational expectation” and “interference factor”. The followings are the results of analyzing the 35 factors by using logistic regression: 1. Boys who learn coding are 2.619 times more successful than girls who learn coding. 2.The odds of learning Chinese and coding in after-class school are 2.367 times more successful than who only learns Chinese in after-class school. 3.The odds of learning music and coding in after-class school are 2.882 times more successful than those who don’t. 4.The children who use their own computer to learn coding are 2.882 times more successful than those who don’t use their own computer to learn coding. 5. The more seriously the parents focus on the grade of their children’s academic subjects, the less likely they would let their children learn coding. 6. The older the parents, the greater the chance for them to learn programming. 7. Parents have been educated for more than a year, and their chances of learning programming are increased to 1.193 times. 8. The odds of the only child learning computer programming are relatively higher. 9. Parents who are in education industry, their children had a higher chance of learning coding. 10. Children from higher-income families have a greater chance of learning coding at early age.