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探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 = =...

莊淽媗

探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 = = Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 =/ 莊淽媗.
其他題名:	Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students /
其他題名:	Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking :
作者:	莊淽媗
出版者:	雲林縣 :國立虎尾科技大學 , : 民113.07.,
面頁冊數:	[8], 105面 :圖, 表 ; : 30公分.;
附註:	指導教授: 侯雍聰.
標題:	問題導向學習. -
電子資源:	電子資源

探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 = = Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students /
莊淽媗

探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 =Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students /Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking :A Case Study of Yunlin Junior High School Students.莊淽媗. - 初版. - 雲林縣 :國立虎尾科技大學 ,民113.07. - [8], 105面 :圖, 表 ;30公分.

指導教授: 侯雍聰.

碩士論文--國立虎尾科技大學資訊管理系碩士班.

含參考書目.

本研究旨在探討問題導向之程式設計教學對雲林地區國中生運算思維及設計思考表現的影響。隨著數位科技的快速發展，α世代的學生高度依賴科技產品，容易分心且面臨科技成癮的風險。為了適應這一特點，教育研究者開始尋求新的教學方法，其中問題導向學習（Problem-Based Learning, PBL）被認為是一種有效的策略。PBL強調學生主動參與、解決實際問題，並通過合作學習和反思提升運算思維及設計思考能力。本研究選取雲林地區國中一年級兩個班級共46名學生，分為實驗組和控制組。實驗組接受問題導向的程式設計教學，控制組則接受傳統教學。課程活動設計包括四個單元，涵蓋流程圖、心智圖及小遊戲專案製作，旨在培養學生的解決問題能力和設計思考與運算思維。研究結果顯示，接受問題導向程式設計教學的學生在設計思考能力自評上有顯著提升，而對照組則無明顯變化。在運算思維能力方面，實驗組學生的自評成績雖有有顯著提升，但運算思維測驗成績未達顯著水準，與對照組相比無顯著差異。學生普遍認為分組合作和問題導向學習方式能提高學習動機與興趣，主要是透過增加互動、培養解決問題的能力和成就感。但對於本身缺乏興趣的學生，這些教學方法的影響可能有限。.

(平裝)Subjects--Topical Terms:

915877
問題導向學習.

探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 = = Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students /
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100 1 $a 莊淽媗 $3 1448989
245 1 0 $a 探討運算思維及設計思考之問題導向程式設計教學:以雲林縣國中生為例 = $b Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking:A Case Study of Yunlin Junior High School Students / $c 莊淽媗.
246 1 1 $a Exploring Problem-Based Programming Instruction on Computational Thinking and Design Thinking : $b A Case Study of Yunlin Junior High School Students.
250 $a 初版.
260 # $a 雲林縣 : $b 國立虎尾科技大學 , $c 民113.07.
300 $a [8], 105面 : $b 圖, 表 ; $c 30公分.
500 $a 指導教授: 侯雍聰.
500 $a 學年度: 112.
502 $a 碩士論文--國立虎尾科技大學資訊管理系碩士班.
504 $a 含參考書目.
520 3 $a 本研究旨在探討問題導向之程式設計教學對雲林地區國中生運算思維及設計思考表現的影響。隨著數位科技的快速發展，α世代的學生高度依賴科技產品，容易分心且面臨科技成癮的風險。為了適應這一特點，教育研究者開始尋求新的教學方法，其中問題導向學習（Problem-Based Learning, PBL）被認為是一種有效的策略。PBL強調學生主動參與、解決實際問題，並通過合作學習和反思提升運算思維及設計思考能力。本研究選取雲林地區國中一年級兩個班級共46名學生，分為實驗組和控制組。實驗組接受問題導向的程式設計教學，控制組則接受傳統教學。課程活動設計包括四個單元，涵蓋流程圖、心智圖及小遊戲專案製作，旨在培養學生的解決問題能力和設計思考與運算思維。研究結果顯示，接受問題導向程式設計教學的學生在設計思考能力自評上有顯著提升，而對照組則無明顯變化。在運算思維能力方面，實驗組學生的自評成績雖有有顯著提升，但運算思維測驗成績未達顯著水準，與對照組相比無顯著差異。學生普遍認為分組合作和問題導向學習方式能提高學習動機與興趣，主要是透過增加互動、培養解決問題的能力和成就感。但對於本身缺乏興趣的學生，這些教學方法的影響可能有限。.
520 3 $a This study aims to investigate the impact of problem-based programming instruction on the computational thinking and design thinking performance of junior high school students in Yunlin County. With the rapid development of digital technology, Generation α students highly rely on technological products, are easily distracted, and face the risk of technology addiction. To adapt to these characteristics, educational researchers have started seeking new teaching methods, among which Problem-Based Learning (PBL) is considered an effective strategy. PBL emphasizes students' active participation, solving real-world problems, and enhancing computational thinking and design thinking skills through collaborative learning and reflection. This study selected two first-grade classes in Yunlin County junior high schools, totaling 46 students, and divided them into an experimental group and a control group. The experimental group received problem-based programming instruction, while the control group received traditional instruction. The course activities included four units, covering flowcharts, mind maps, and small game project creation, aiming to cultivate students' problem-solving skills, design thinking, and computational thinking. The results showed that students who received problem-based programming instruction had significant improvement in their self-assessed design thinking abilities, whereas the control group showed no significant change. In terms of computational thinking, the experimental group's self-assessment scores significantly improved, but their computational thinking test scores did not reach a significant level, showing no significant difference compared to the control group. Students generally believed that group collaboration and problem-based learning methods could enhance learning motivation and interest, mainly by increasing interaction, fostering problem-solving abilities, and providing a sense of achievement. However, for students who lack interest, the impact of these teaching methods may be limited..
563 $a (平裝)
650 # 4 $a 問題導向學習. $2 lcstt $3 915877
650 # 4 $a 運算思維. $3 1451535
650 # 4 $a 設計思考. $3 998609
650 # 4 $a 國中生. $3 996544
650 # 4 $a Problem-Based Learning (PBL). $3 1451536
650 # 4 $a Computational Thinking. $3 1451537
650 # 4 $a Design Thinking. $3 1084922
650 # 4 $a Junior High School Students. $3 1451538
856 7 # $u https://handle.ncl.edu.tw/11296/83wy2s $z 電子資源 $2 http