Diversity and Motivation in Introductory Programming
Diversity and Motivation in Introductory Programming
复制标题
入门编程的多样性和动机
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
J. Davy
中科院分区：
文献类型：
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作者：
T. Jenkins;J. Davy
摘要英国接受高等教育的学生人数在持续增加，而且这一趋势并没有结束的迹象。这种扩展带来了一个更加多样化的学生群体--学生在他们以前的经验、他们以前存在的技能、他们的期望和他们的动机方面都是不同的。这种高度多样化的学生群体经常会遇到一种专为更少、更同质化的学生群体设计的教学制度。这是计算课程中的一个重大问题，尤其是在入门编程中。学生将从不同的背景学习编程，但他们通常会以相同的方式接受教学和评估。本文考虑了程序设计入门课程的多样性，并描述了在利兹大学计算学院的教学计划中处理这种多样性的一些尝试。
Abstract The number of students entering Higher Education in the UK continues to increase, and there is no sign of an end to this trend. This expansion brings with it a more diverse student body — students are diverse in terms of their prior experiences, their pre-existing skills, their expectations and their motivations. This highly varied student body often encounters a teaching regime that was designed for a smaller, and much more homogeneous, group of students. This is a significant problem in Computing courses, and especially in introductory programming. Students will approach learning to program from a wide variety of backgrounds, yet they will usually be taught and assessed in the same way. This paper considers the diversity of the introductory programming class, and describes some attempts to handle this diversity in the teaching programmes at the School of Computing at the University of Leeds.