The effects of "pair-pressure" and "pair-learning" on software engineering education
The effects of "pair-pressure" and "pair-learning" on software engineering education
复制标题
“结对压力”与“结对学习”对软件工程教育的影响
DOI：
--
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
R. Kessler
中科院分区：
文献类型：
--
作者：
L. Williams;R. Kessler
来自多个来源（主要是工业界）的轶事证据表明，两名程序员在相同的设计、算法、代码或测试上协作工作，其表现比两人单独工作要好得多。在这种通常称为“结对编程”或“协作编程”的技术中，一个人是“驱动程序”，控制铅笔/鼠标/键盘并编写设计或代码。另一个人持续、积极地观察驾驶员的工作——观察缺陷、思考替代方案、查找资源并考虑手头工作的战略影响。 1999 年夏季学期，犹他大学教授了一门 Web 编程课程。在这门课程中，学生们两人一组，不断协作完成所有编程作业。使用该技术，学生们对彼此施加了积极形式的“配对压力”，事实证明这有利于他们的工作产品的质量。学生们还从“结对学习”中受益，这使他们比单独学习更快更好地学习新语言。 “结对学习”也减少了教学工作量，因为学生不再主要依赖他们的技术支持和建议。
Anecdotal evidence from several sources, primarily in industry, indicates that two programmers working collaboratively on the same design, algorithm, code, or test perform substantially better than the two would working alone. In this technique, often called "pair programming" or "collaborative programming", one person is the "driver" and has control of the pencil/mouse/keyboard and is writing the design or code. The other person continuously and actively observes the work of the driver-watching for defects, thinking of alternatives, looking up resources, and considering strategic implications of the work at hand. A course in Web programming was taught at the University of Utah in Summer Semester 1999. In this course, the students worked in pairs, continuously collaborating on all programming assignments. Using the technique, the students applied a positive form of "pair-pressure" on each other, which proved beneficial to the quality of their work products. The students also benefited from "pair-learning", which allowed them to learn new languages faster and better than they had experienced with solitary learning. "Pair-learning" also reduced the workload of the teaching because the students no longer relied primarily on them for technical support and advise.