Preparedness of Japan's Elementary School Teachers for the Introduction of Computer Programming Education
Preparedness of Japan's Elementary School Teachers for the Introduction of Computer Programming Education
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日本小学教师引入计算机编程教育的准备情况
DOI：
10.1007/978-3-319-71483-7_11
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Y. Ohashi
中科院分区：
文献类型：
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作者：
Y. Ohashi
到2020年，计算机编程将被引入日本的每一所小学。本研究探讨了日本小学教师对此的准备程度。通过了一个两阶段的研究计划。在研究初期，作者采取了质性的归纳方法，走访了小学，观察了计算机课，采访了教师，并进行了问卷调查。这一阶段的目的是查明问题和注意外地的实际情况。这一知识被用来编制第二次调查的问卷。采用了定量和演绎方法，涉及全国范围的调查。完成的调查问卷由309名小学教师返回，覆盖了日本47个县中的44个。结果表明，信息和通信技术目前在教学中的使用不足，并透露，许多教师缺乏信心，或担心，该计划。查明了四个障碍：信息和通信技术在教学中的使用水平低，教师对计划持怀疑态度，使用传统的教学方法，以及教师的工作量。总的来说，教师们在技术上和情感上都没有为计划中的编程教育做好准备。提出了解决每一个障碍的方法：增加获得技术资源的机会，改善教师培训，采用以学生为中心的教学方法，减少教师的工作量。
By 2020, computer programming will be introduced to every elementary school in Japan. This study explored the extent to which elementary school teachers in Japan are prepared for this. A two-stage research plan was adopted. The initial stage took a qualitative and inductive approach, in which the author visited elementary schools to observe computer classes, interview teachers, and administer a questionnaire. This stage was designed to identify problems and note actual conditions in the field. This knowledge was used to develop the questionnaire for the second survey. A quantitative and deductive approach was used, involving a nationwide survey. Completed questionnaires were returned by 309 elementary school teachers, covering 44 out of 47 of Japan’s prefectures. The results show ICT to be currently underused in teaching and revealed that many teachers lack confidence in, or are anxious about, the plan. Four barriers were identified: the low level of ICT use in teaching, teacher skepticism about the plan, the use of conventional teaching methods, and teacher workloads. Overall, teachers were neither technically nor emotionally prepared for the planned introduction of programming education. Ways of addressing each barrier were proposed: increasing access to technological resources, improving teacher training, introducing pupil-centered teaching and learning methods, and reducing teacher workloads.