An instructional scaffolding approach to teaching software design
An instructional scaffolding approach to teaching software design
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软件设计教学的教学支架方法
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Michael. J. Fromberger
中科院分区：
文献类型：
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作者：
S. P. Linder;David S. Abbott;Michael. J. Fromberger
学生经常发现介绍性的计算机科学课程无聊且机械性，导致许多人从少校中脱颖而出。教育工作者建议，将现实的设计问题带入入门课程将增加学生的保留率，并更好地为学生做好准备。但是，针对现实问题的设计和实施通常并非平凡，因此对学生来说可能非常压力。通过使用脚手架的教学范式，可以改善这种焦虑。描述了一门典型的设计课程，学生可以在其中实施解决方案来逐渐困难的设计问题。然后，将这些初始作业的解决方案不断重构并用作后续作业的代码库和最终的团队项目。通过让每个最终项目都是独特的，可以促进教学脚手架所需的社交互动，但足够相似，可以允许学生互相帮助。我们描述了课程中使用的任务框架，包括学生开发基于计算机视觉的系统的顶峰项目，这些系统可以执行诸如读取骰子和扑克之手以及对M＆MS进行分类。
Students often find introductory computer science courses boring and mechanical, leading many to drop from the major. Educators have suggested that bringing realistic design problems into the introductory courses would increase student retention and better prepare students for the major. However, the design and implementation of a solution to a realistic problem is often nontrivial and can therefore be very stressful to students. By using the pedagogical paradigm of scaffolding, this anxiety can be ameliorated. A prototypical design course is described where students implement solutions to progressively more difficult design problems. The solutions to these initial assignments are then continually refactored and used as the code-base for subsequent assignments and the culminating team project. The social interactions necessary for instructional scaffolding are facilitated by having each final project be unique, but similar enough to allow students to help each other. We describe the framework of assignments used in our course, including the capstone projects in which students develop computer vision-based systems that do things like read dice and poker hands, and sort M&Ms.