论文标题
使用视频游戏开发来激励计划设计和中学生中的代数
Using Video Game Development to Motivate Program Design and Algebra Among Inner-City High School Students
论文作者
论文摘要
介绍市中心的高中生计划设计带来了独特的挑战。介绍性编程课程的典型假设（例如学生都了解什么变量和功能）可能并不安全。因此，要求学生将功能定义为程序设计过程的一部分可能是一项压倒性的任务。许多学生不了解功能是相似表达式的抽象，而参数代表了这些表达式之间的差异。本文为高中生提供了一种新颖的教学方法设计方法，同时加强了高中代数。该方法基于设计配方，以帮助学生发展导致功能的抽象。使用自下而上的方法，教会学生如何在类似表达式上抽象。然后，他们被教导如何使用高中代数概念（例如复合功能和功能组成）来设计功能。此外，本文还提供了从学生那里收集的经验数据，以衡量他们对课程的反应。对于课程中的学生，经验数据表明，高中代数概念已成功加强，学生认为他们成为更好的问题解决者，在智力上找到编程，并引起对编程的兴趣。
Introducing inner-city high school students to program design presents unique challenges. The typical assumptions of an introductory programming course, like students understand what variables and functions are, may not be safe. Therefore, asking students to define functions as part of the program design process may be an overwhelming task. Many students do not understand that a function is an abstraction over similar expressions and that parameters represent the differences among these expressions. This articles presents a novel approach to teaching program design to high school students while simultaneously reinforcing high school algebra. The approach is based on a design recipe to help students develop the abstractions that lead to functions. Using a bottom-up approach, students are taught how to abstract over similar expressions. They are then taught how to use high school algebra concepts, like compound functions and function composition, to also design functions. In addition, the article also presents empirical data collected from students to measure their reaction to the course. For the students in the course, the empirical data suggests that high school algebra concepts are successfully reinforced and that students feel they become better problem solvers, find programming intellectually stimulating, and walk away with an interest in programming.
