New Image of Programming: In Search of an Educationally Powerful Concept Technological Fluency

编程的新形象：寻找具有教育意义的概念技术流畅性

• 批准号: 9153719
• 负责人: Seymour Papert
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-08-15 至 1995-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9153719&HistoricalAwards=false
• 关键词: New; Image; Programming; Search; Educationally

This project seeks to describe a new vision of programming, as part of an effort to define and refine the idea of technological fluency as a source of learning power. Our Constructionist theory leads us to view technological knowledge as "reflexive," valuable not only in its own right, but also capable of enhancing the learning of many other things. In the past, th focus has been on programming as the most accessible form of such reflexive knowledge. Now new ideas and new advanced computers make possible a dramatic extension of this role of technological fluency. Programming continues to provide a natural entry route, but in this new context a new sense of what programming means. As a means of developing and studying this extended notion of programming, three complementary activities are in proposed. In the "Pogramming Paradigms" activity, the focus is on transferring new computational frameworks, most notably multiprocessing, into education. In the Robotics activity, the classical construction kit to include new computational elements. In the "Software Design" activity, the learning that takes place when children develop complete, multimedia software "products," designed for use by others will be explored. Each of these three activities involves technology development. But in each case, the main focus is on conceptual development and new educational issues and strategies. In each activity, the appropriability of its technologies and its ideas in close interaction with schools and particularly with communities that have traditionally been undeserved or intellectually disenfranchised will be studied.

该项目旨在描述编程的新愿景，这是定义和完善技术流利性作为学习能力来源的努力的一部分。 我们的建构主义理论使我们将技术知识视为“反思性”，不仅具有其本身，而且能够增强许多其他事物的学习。 过去，这种重点一直是编程作为这种反思性知识最易于使用的形式。 现在，新的想法和新的高级计算机使技术流利性的这种作用成为可能的巨大扩展。 编程继续提供自然的进入途径，但在这种新的环境中，对编程意味着什么有了新的意义。 作为制定和研究这种扩展的编程概念的一种手段，提出了三个补充活动。 在“模拟范式”活动中，重点是将新的计算框架（最著名的是多处理）转移到教育中。 在机器人活动中，经典的构造套件包括新的计算元素。 在“软件设计”活动中，将探索旨在探讨儿童开发完整的多媒体软件“产品”时进行的学习。 这三个活动中的每一个都涉及技术发展。 但是在每种情况下，主要重点是概念发展以及新的教育问题和策略。 在每项活动中，将研究其技术及其技术的适当性及其与学校密切互动的思想，尤其是与传统上不当或智力上剥夺权利的社区。