On blooming first year programming, and its blooming assessment

R. Lister
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引用次数: 112

Abstract

The traditional approach to introductory programming has students writing complete programs, as early as possible. Also, the traditional emphasis is on the technology, not the explicit cognitive development of the student. This approach jumps to the fifth and sixth levels of Bloom's Taxonomy of Educational Objectives, when these last two levels depend upon competence in the first four levels. I describe my alternative approach that addresses the six stages in sequence, emphasising effective assessment processes for the first four levels.
论开花第一年规划及其开花评价
传统的编程入门课程要求学生尽可能早地编写完整的程序。此外,传统的重点是技术,而不是学生明确的认知发展。这种方法跳到布鲁姆教育目标分类学的第五和第六个层次,当这最后两个层次取决于前四个层次的能力时。我描述了我的替代方法,该方法按顺序处理六个阶段,强调前四个级别的有效评估过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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