华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (11): 45-58.doi: 10.16382/j.cnki.1000-5560.2021.11.002

• 学习科学 • 上一篇    下一篇

编程真的能促进儿童的个体发展吗?——基于28 项实验和准实验研究的元分析

孙立会, 胡琳琳   

  1. 天津大学教育学院,天津 300350
  • 出版日期:2021-11-01 发布日期:2021-10-16
  • 基金资助:
    全国教育科学规划“十三五”国家青年课题“非计算机化与计算机化儿童编程教育的理论与实践研究”(CCA190261)

Can Programming Really Promote the Individual Development of Children? A Meta-analysis of 28 Experimental and Quasi-experimental Studies

Lihui Sun, Linlin Hu   

  1. College of Education, Tianjin University, Tianjin 300350, China
  • Online:2021-11-01 Published:2021-10-16

摘要:

编程作为儿童面向未来、适应未来并改造未来的基本素养,不断得到各界的关注与重视,但其究竟到底有多少教育价值,众多学者开展了大量的实验及准实验研究,但研究结果却不尽相同。“编程能否真正促进儿童的个体发展”这一问题仍处在左右摇摆的学术争议之中。基于此,本研究采用元分析方法,对国外28项编程影响儿童个体发展的实验与准实验研究进行量化分析。研究发现:(1)整体而言,纳入研究的合并效应量为0.61,处于中等偏上水平,表明编程可以积极正向地促进儿童的个体发展;(2)具体来看,编程能够显著地积极促进学生的认知发展、行为发展以及情感发展;(3)与小学及学前相比,编程在中学阶段对儿童个体发展的作用效果更突出;(4)与中期和长期编程活动相比,短期编程活动对儿童个体发展的促进作用更为显著;(5)编程教育在小规模样本中对儿童个体发展的作用效果相较于中、大规模样本更大;(6)不同编程形式的作用效果不同,其中不插电编程对儿童个体发展的作用更为显著。期望上述研究发现能为我国未来儿童编程的研究与实践提供借鉴。

关键词: 儿童编程, 个体发展, 元分析, 效应量

Abstract:

As a basic accomplishment for children to face, adapt to the future and transform the future, programming has been constantly paid more and more attention to and attached importance to. However, how much educational value it has, for this reason, many scholars have carried out a large number of experiments and quasi-experimental studies based on the individual development of children, but the results are not the same. The question of whether programming can actually promote the individual development of children remains a subject of academic debate. Based on this, this study uses the meta-analysis method to quantitatively analyze 28 foreign experiments and quasi-experimental studies on the influence of programming on the individual development of children. It is found that: (1) overall, the combined effect size of the included studies is 0.61, which is in the upper-middle level, indicating that programming can positively promote the individual development of children; (2) specifically, programming can significantly and positively promote students’ cognitive development, behavioral development and emotional development; (3) compared with primary schools and preschools, programming plays a more prominent role in children’s separate development in middle schools; (4) compared with medium-term and long-term programming activities, short-term programming activities have a more significant promoting effect on children’s individual development; (5) programming has a greater effect on children’s individual development in small-scale samples than in medium and large samples; (6) different programming forms have different effects, among which unplugged programming has a more significant effect on children’s individual development. Based on the findings of the research conclusions, it is expected to provide reference for the future research and practice of programming for children in China.

Key words: children programming, individual development, meta-analysis, effect size