[1]罗文蔚,陈蕙若,刘天娥,等.无屏幕编程教育的兴起、目标与实践——基于社交媒体研究法(SMR)的Twitter大数据分析[J].远程教育杂志,2020,(05):101-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.011]
 Wenwei Luo,Huiruo Chen,Tiane Liu,et al.The Growth, Goals, and Practice on Screen-free Programming Education:Using Twitter Data for Social Media Research[J].Distance Education Journal,2020,(05):101-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.011]
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无屏幕编程教育的兴起、目标与实践——基于社交媒体研究法(SMR)的Twitter大数据分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年05期
页码:
101-112
栏目:
学术视点
出版日期:
2020-09-15

文章信息/Info

Title:
The Growth, Goals, and Practice on Screen-free Programming Education:Using Twitter Data for Social Media Research
作者:
罗文蔚; 陈蕙若; 刘天娥; Ilene R.Berson
1.湖北文理学院 教育学院,湖北襄阳 441053;2.南佛罗里达大学 教育学院,南佛罗里达坦帕 33620
Author(s):
Wenwei Luo; Huiruo Chen; Tiane Liu; Ilene R. Berson
1.Hubei University of Arts and Science, Xiangyang 441053;2.University of South Florida, Tampa,33620 U.S.
关键词:
无屏幕编程编程教育有形技术社交媒体研究法(SMR)
Keywords:
Screen-free Programming Programming Education Tangible Technology Social Media Research (SMR)
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.05.011
文献标志码:
A
摘要:
近些年来兴起的无屏幕编程教育是基于有形用户界面(TUI),在没有屏幕支持的情况下,通过物理活动和有形设备来实现编程的教育。研究基于社交媒体研究法(SMR),采用定量与定性相结合的方式,对2018年1月1日至2020年6月30日期间全球范围内推特(Twitter)推文中的四种无屏幕编程设备的数据进行分析,探究现阶段无屏幕编程教育的实践情况。结果表明:无屏幕编程教育在世界范围内受到广泛关注,多数人对其持肯定态度。无屏幕编程教育在最近发展区和支架理论的支持下,通过主体四种角色的演绎,对学习者的认知能力、计算思维能力和学习品质有着不同程度的良好促进作用。相较于有屏幕编程教育,无屏幕编程教在帮助学习者感知真实世界方面有着明显的优势。但是,如何将无屏幕编程合理、高效的引入课堂教学依然是教育工作者亟需解决的一个难题。而且,TUI和人工智能技术发展仍有广阔的进步空间,随着技术的不断发展,无屏幕编程教育的普适度会有极大的提升。
Abstract:
Screen-free programming education is based on the tangible user interface (TUI), which enabled programming education through physical activities and tangible devices without screen support. In this study, the social media research method (SMR) was adopted, combined with quantitative and qualitative methods to analyze the data of four screen-free programming devices in Twitter tweets worldwide from January 1, 2018, to June 30, 2020, to explore the practice of screen-free programming education. The results show that the screen-free programming education has attracted worldwide attention, and the support of this type of educational practice is far greater than the opposition. With the support of the proximal development zone and scaffold theory, screen-free programming education can promote learners’ cognitive ability, computational thinking ability, and learning quality through the deduction of the four roles of the subject. Compared with screen-based programming education, screen-free programming education has obvious advantages in helping learners perceive the real world. However, how to introduce scree-free programming education into classroom teaching is still an urgent issue for educators. There is still a large room to develop; thus, in the near future, with the continuous development of technology, the universality of screen-free programming education will be greatly improved.

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备注/Memo

备注/Memo:
基金项目:本文系湖北省教育科学规划2019年度重点课题“教育现代化背景下幼儿园教师信息素养提升机制研究” (编号2019GA042)的研究成果。
更新日期/Last Update: 1900-01-01