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

doi:10.16382/j.cnki.1000-5560.2021.11.002

摘要/Abstract

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

孙立会, 胡琳琳. 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[J]. 华东师范大学学报(教育科学版), 2021, 39(11): 45-58.

Lihui Sun, Linlin Hu. Can Programming Really Promote the Individual Development of Children? A Meta-analysis of 28 Experimental and Quasi-experimental Studies[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(11): 45-58.

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作者	年度	作者	年度	作者	年度
Fridin，M.	2014	Clements，D. H.	1986	Chou，P.	2019
Hatice，Y. D.	2018	Pea，R. D.	1984	Rose，S. P.	2017
Sáez-López，J.	2016	Stoeger，H.	2013	Jun，S.	2017
Cetin，I.	2016	Grover，S.	2015	Yadav，A.	2014
Berland	2015	Wang，X.	2017	Zhao，W.	2019
Hermans，F.	2017	Kalelio?lu，F.	2015	Papatga，E.	2016
Clements，D. H.	1990	Allsop，Y.	2019	Calao，L. A.	2015
Moreno-León，J.	2015	Kazakoff，E. R.	2014	Kalelio?lu，F.	2014
Corral，J. M. R.	2014	Román-González，M.	2018	Brackmann，C. P.	2017
Browning，S. F.	2017

特征	标志或说明
实验时间	2005年以前=1，2005—2015年=2，2015至今=3
研究学段	学龄前=1，小学=2，中学=3
样本规模	小于20=1，20~50=2，大于50=3
实验周期	1个月内=1，2~6个月=2，超过6个月=3
编程形式	LOGO=1，Scratch=2，Unplugged programming=3，Other=4
测试类型	自行测试=1，标准化测试=2

效应模型	研究数量	效应量SMD	95%置信区间		异质性检验
效应模型	研究数量	效应量SMD	下限	上限	I²	df	p
固定效应模型（FEM）	74	0.45	0.40	0.50	84%	73	0.000
随机效应模型（REM）	74	0.61	0.47	0.74	84%	73	0.000

维度	分类	数量	效应量SMD	95%的置信区间		Z值		合并效应量SMD	95%的置信区间
维度	分类	数量	效应量SMD	下限	上限	Z值		合并效应量SMD	下限	上限
认知层面	学业成果	13	0.61	0.36	0.86	4.73***	7.98***	0.86	0.65	1.07
	知识迁移	6	0.82	0.57	1.08	6.35***
	计算思维	15	0.50	0.30	0.80	3.28***
	数学思维	6	2.68	2.07	3.29	8.62***
行为层面	问题解决	6	0.25	?0.09	0.59	1.45*	3.52***	0.34	0.15	0.53
	分类规划	6	0.31	?0.05	0.67	1.67*
	排序能力	2	0.65	0.30	1.00	3.61***
	协作创新	6	0.40	?0.01	0.82	1.89**
情感层面	学习兴趣	6	0.51	0.14	0.89	2.71**	3.12***	0.31	0.12	0.51
	学习动机	3	0.19	?0.20	0.57	0.95
	学习参与	1	0.20	?0.18	0.57	1.04
	自我效能感	4	0.22	?0.30	0.74	0.84*

学段	数量	效应量SMD	权重	95%置信区间		异质性检验（I²）（%）	组间效应量	Z值
学段	数量	效应量SMD	权重	下限	上限	异质性检验（I²）（%）	组间效应量	Z值
学前	14	0.56***	15.0	0.28	0.83	39	Chi²=2.67 p=0.25>0.05	8.76***
小学	35	0.52***	49.6	0.32	0.71	84
中学	25	0.77***	35.4	0.53	1.02	90