本研究是在探討現今教導學生電腦程式的課程,發現了有許多教師認為學生學習後無法得到學習成就,使得學習成效不佳,而本研究認為讓學生主動「做中學」(learning by doing)的學習方式,要比被動的聽課,更適合程式語言的學習。在學習的過程中,有時會讓學生產生一種「領悟」的現象,因為領悟現象出現,會讓學生取得較高的學習成就,讓學生學習成效比較好。因此,本研究決定以不同的教學方式對於學習程式時取得的學習成就差異為出發,將傳統的程序型教學及較為自由的探索式教學做比較,看何種教學方式較適合學生在學習程式的方式,或是讓學生較容易產生所謂的「領悟」現象,讓學生有較高的學習成就,是不是會讓他們的成效較好,用以改善現今教學常遇到的問題。 根據本研究結論,發現到教學方式的不同對於學生的學習成效與滿意度沒有顯著的關係,而不同的教學方法也對所謂的「領悟現象」並不會造成顯著的關係,但是教學法的不同會造成學生在學習過程中對自我評價的差異,傳統的教學方式容易讓學生在學習上自我滿足,但是實際成績卻不高;相反的,探索式的教學方式讓學生較不會高估自己的學習現況,但是在成績方面卻高於程序型教學。探索式教學可以有助於學生快點認清自己目前的學習狀況,免得發生學習落差的現象,造成學生學習成就低落,失去學習興趣。
This study is to explore what is better way to teach computer programming courses. Currently, many teachers feel that the learning output of computer programming courses is not satisfactory due to no learning achievement. This study assumes the way of learning by doing is better than passive learning, the former is more suitable for computer programming courses because there is a “comprehension” status during the learning process, which creates higher learning achievement, and thus better learning output. Therefore, this study compares different learning achievements by different ways of teaching, namely, compares traditional step-by-step teaching with direction-oriented exploratory one to see which is better for computer programming courses or easier to generate “comprehension” for better learning achievement and output as well. Hopefully, the result of this study can help solve the problems encountered in computer programming teaching. The result of this study found that different ways of teaching did not have significant relevance with neither learning achievement nor output, even with the comprehension. But using different ways to teach can cause differences in the learning process of self-evaluation. The traditional teaching is easy for students to get the sense of achievement, but the performance in the test is not really well. On the contrary, exploratory teaching won’t let students get too self-satisfied about the status of their learning, and the performance is even better than the traditional one. The exploratory teaching can help students quickly recognize their current status of learning. To avoid the phenomenon of learning gap, cause students’ learning depressed, and lose interest in learning.
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