情境任務教學提升偏鄉國小中年級學生的程式設計學習

The Research on Situational Task-Based Teaching Enhanced Learning Outcomes of Programming for Middle-Grade Students in Rural Elementary Schools

隨著科技的迅速發展，資訊科技被視為培養學生面對未來的核心能力，其中程式設計是重要的學習內容，不僅能夠培養學生的邏輯思維和問題解決能力，還能激發他們對科技的探索興趣。但因偏鄉教育資源限制易產生城鄉間學習成就及興趣落差，程式設計學習亦有類似的情形，而開發適合偏鄉學生的程式設計課程及教學，是弭平城鄉差距的關鍵。情境學習提供學習者親身經驗情境，在情境中探索及操作、建構新知識及培養學習興趣。因此，本研究旨在開發適合偏鄉國小學生的程式設計課程，並融入生活情境任務的課程設計及引發情境興趣的教學策略，讓學生於情境中探索及學習（以下簡稱情境任務教學），以提升偏鄉國小中年級學生的程式設計概念理解及情境興趣，並進一步探討其影響因素。本研究採準實驗研究法，研究對象為台灣中南部地區6所偏鄉國小中年級學生共184人，方便取樣各3所學校學生分別進行情境任務教學為實驗組92人，及傳統簡報教學為控制組92人，兩組學生分別參與一天7節課程，並於教學前後學生填寫「程式設計概念理解問卷」與「情境興趣量表」，以探討兩組教學對學生程式設計概念理解及情境興趣的影響及其差異，並於教學後立意取樣學生進行半結構式訪談及內容分析，以探討兩組教學對學生程式設計概念理解及情境興趣的影響因素，期能提升偏鄉國小生的程式設計學習。研究結果發現：一、情境任務教學能提升學生的程式設計概念理解，且在提升程式設計_迴圈概念理解上，優於控制組教學。二、情境任務教學能提升學生的情境興趣及其各向度，優於控制組教學。三、情境任務教學能使學生感知較多「有意義」、「易理解」及「挑戰」等價值面向的影響因素，以提升其程式設計概念理解及情境興趣。綜合上述結果，本研究開發情境任務教學能提升偏鄉國小中年級學生的程式設計概念理解及情境興趣，可提供偏鄉國小程式設計教學實務參考及未來研究之建議。

The Science and Technology Curriculum Guidelines for 12-Year Basic Education emphasize that, in addition to cultivating students' information technology cognition and practical ability, emphasis should also be placed on fostering students' interests. However, due to limited learning resources in rural areas, there may be a gap in programming literacy between urban and rural elementary school students. This research implemented situational task-based teaching to enhance programming learning outcomes, including programming concepts and situational interests of middle-grade students in rural elementary schools. This study employed a quasi-experimental research design with 184 middle-grade students from six rural elementary schools. Three schools implemented programming courses integrated with situational task-based teaching as the experimental group, while three schools followed traditional presentation-based teaching as the control group. A single teacher delivered seven lessons to both the experimental and control groups within one day, and students completed questionnaires on programming concepts and situational interest before and after the instruction. Additionally, purposively selected students participated in semi-structured interviews to explore factors influencing their programming concepts and situational interests. The results showed that: 1) Situational task-based teaching could enhance students’programming concepts, especially the loop concept; 2) Situational task-based teaching could enhance students’programming situational interest and its various dimensions; and 3) The experimental group students expressed more various influencing factors such as ''meaningful,'' ''easy to understand'' and ''challenging,'' which enhanced their programming concepts and situational interest. Based on the above results, it is proposed that situational task-based teaching may enhance students’programming with higher situational interest and programming concepts. This study also gives practical suggestions for programming situational task-based teaching and research for middle-grade students in rural elementary schools.