Teachers’ Views and Experiences on Teaching Second and Subsequent Programming Languages
Teachers’ Views and Experiences on Teaching Second and Subsequent Programming Languages
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教师对第二及后续编程语言教学的看法和经验
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
F. Hermans
中科院分区：
文献类型：
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作者：
Ethel Tshukudu;Q. Cutts;Olivier Goletti;Alaaeddin Swidan;F. Hermans
动机越来越多的高中在教授编程，在许多情况下，老师给同一组学生教授多种编程语言。目的探讨高中教师对第二语言及以后的程序设计语言的看法，包括他们在教授第二或第三语言程序设计语言时的动机、挣扎以及迁移策略的使用。方法采用半结构式访谈方式，对欧洲两个国家的23名高中教师进行访谈。结果我们的研究结果表明，小学生在从第一语言迁移到后续语言时，面临着与大学生相同的问题。此外，教师对第二语言学习的态度差异很大，既有积极的，也有消极的，使用了一些支持性的教学策略，但也有许多不太有用的策略。讨论我们的研究结果表明，第二语言学习的价值需要在教师专业发展材料中得到更多的强调，教师在实施迁移策略方面可能需要更多的支持。
Motivation More and more high schools are teaching programming, and in many cases, teachers teach multiple programming languages to the same group of students. Objectives The goal of this paper is to explore the views of high-school teachers on second and subsequent programming languages, including their motivation for teaching multiple languages, their struggles, and their use of transfer strategies when they teach their second or third programming language. Method The study consists of semi-structured interviews with 23 high-school teachers in two European countries. Results Our findings indicate that school pupils face the same issues as university students when moving from first to subsequent languages. Furthermore, the teachers’ attitudes towards second language learning are highly variable, both positive and negative, with some supportive teaching strategies used, but many less helpful ones in evidence too. Discussion Our findings suggest that the value of second language learning needs to be highlighted in teacher professional development materials more strongly and that teachers might need more support in implementing transfer strategies.