Interdisciplinary teaching: introductory programming via creative writing
Interdisciplinary teaching: introductory programming via creative writing
复制标题
跨学科教学：通过创意写作进行入门编程
DOI：
10.1145/1953163.1953313
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
M. Cooper
中科院分区：
文献类型：
--
作者：
M. E. Jones;Melanie Kisthardt;M. Cooper
抓住并保持学生对编程的兴趣是一项艰巨的任务。许多学生发现编程是一项枯燥乏味的任务，只有具有很强分析能力的学生才能完成。通过创造性写作来教授入门编程，首先要将编写故事的计划、组织和细节与编程过程联系起来。首先教授创造性的概念，然后将其与等效的编程概念联系起来。利用艺术、“疯狂的自由”、“土豆头”和“乐高”等面向团体的活动，让学生积极地将创造性概念、分析概念和编程技能联系起来。学生们两人一组。学生配对是通过将具有分析倾向的学生与主修人文学科之一的学生配对来分配的。两人通过创建故事，设计动画以及使用Alice编程系统实现动画来应用概念和技能。这项研究认识到编程的创造性，邀请学生谁不会考虑学习编程，以潜在地确定一个未被认可的人才，并试图开发一种新的方法来教学介绍编程。这项研究和教学由NSF资助[11]。
Seizing and retaining student interest in programming is a difficult task. Many students find programming to be a dry and tedious task doable only by students gifted with strong analytical skills. Teaching introductory programming via creative writing begins by connecting the planning, organizing, and detailing of writing a story to the programming process. Creative concepts are taught first and then connected to an equivalent programming concept. Group-oriented activities using art, "Mad-Libs"", "Potato Heads"", and "Legos"" allow students to actively make the connections among the creative concepts, analytical concepts, and programming skills. Students work in pairs. Student pairings are assigned by matching a student with analytical tendencies with a student majoring in one of the humanities disciplines. The pairs apply the concepts and skills by creating stories, designing an animation, and implementing the animation using the Alice programming system. This research recognizes the creative nature of programming, invites students who would not consider studying programming to potentially identify an unrecognized talent, and attempts to develop a new approach for teaching introductory programming. This research and teaching is sponsored by a NSF Grant [11].