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Teaching Fundamental Concepts in Computer Programming to Chinese-Speaking Students Using a Graphic Computer Language (Taiwan).

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching Fundamental Concepts in Computer Programming to Chinese-Speaking Students Using a Graphic Computer Language (Taiwan)./
Author:	Chou, Hsing-Lih.
Description:	1 online resource (176 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
Contained By:	Dissertations Abstracts International47-07A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798206074895

Teaching Fundamental Concepts in Computer Programming to Chinese-Speaking Students Using a Graphic Computer Language (Taiwan).
Chou, Hsing-Lih.

Teaching Fundamental Concepts in Computer Programming to Chinese-Speaking Students Using a Graphic Computer Language (Taiwan). - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 47-07, Section: A.

Thesis (Educat.D.)--Teachers College, Columbia University, 1986.

Includes bibliographical references

The age in which we live is a highly technical one, largely due to the extensive use of computers. Up until now, most computer programming has been taught in English. Other phonetic languages, such as Spanish, can also accommodate programming languages; however, programming has not been adapted to languages which are square script-formative, such as Chinese. If Chinese-speaking people, such as people in Taiwan, are to keep pace with the growth of modern technology and computers, programming concepts must be translated in a way which is both innovative and practical. One solution to this problem is the use of First Programming Language (FPL), which displays basic concepts of computer programming through the use of graphics and icons (Taylor, 1982). Since the structures of FPL statements and Chinese characters are similar, in that both are graphical in nature and are composed of icons, it is assumed that this pictographic language will more easily translate into Chinese, and will therefore facilitate Chinese persons' capability to learn programming. This study involved translating part of an introductory text in FPL from English to Chinese, and field-testing it over a ten-week period with Chinese-speaking students, who were untrained in computer programming. Data collected from questionnaires and analyses of class discussions appeared to confirm the acceptability of the FPL text to the Chinese beginners. Because this was primarily a developmental project, no experimental or other formal analysis was attempted. The project suggests that FPL, presented in an appropriate Chinese language text, may be a good alternative approach to material for Chinese-speaking people who wish to learn computer programming.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798206074895Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Fundamental Concepts in Computer Programming to Chinese-Speaking Students Using a Graphic Computer Language (Taiwan).
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502 $a Thesis (Educat.D.)--Teachers College, Columbia University, 1986.
504 $a Includes bibliographical references
520 $a The age in which we live is a highly technical one, largely due to the extensive use of computers. Up until now, most computer programming has been taught in English. Other phonetic languages, such as Spanish, can also accommodate programming languages; however, programming has not been adapted to languages which are square script-formative, such as Chinese. If Chinese-speaking people, such as people in Taiwan, are to keep pace with the growth of modern technology and computers, programming concepts must be translated in a way which is both innovative and practical. One solution to this problem is the use of First Programming Language (FPL), which displays basic concepts of computer programming through the use of graphics and icons (Taylor, 1982). Since the structures of FPL statements and Chinese characters are similar, in that both are graphical in nature and are composed of icons, it is assumed that this pictographic language will more easily translate into Chinese, and will therefore facilitate Chinese persons' capability to learn programming. This study involved translating part of an introductory text in FPL from English to Chinese, and field-testing it over a ten-week period with Chinese-speaking students, who were untrained in computer programming. Data collected from questionnaires and analyses of class discussions appeared to confirm the acceptability of the FPL text to the Chinese beginners. Because this was primarily a developmental project, no experimental or other formal analysis was attempted. The project suggests that FPL, presented in an appropriate Chinese language text, may be a good alternative approach to material for Chinese-speaking people who wish to learn computer programming.
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