【作 者】：
谭金波， 吴思思， 吴 磊， 李 艺
【关 键 词 】：
结对编程； 话语行为； 互动模式； 学习路径； 滞后序列分析
【栏 目】：
课程与教学
【中文摘要】：
“专家—新手”结对编程是一种常见的协作学习模式，其应用效果在以往的实证研究中存在差异性。为了探究该模式产生不同效果的原因，研究采用混合方法对结对编程同伴的互动话语进行了细粒度的分析。通过滞后序列分析，发现讲解、提示、询问、回应等典型行为是专家传递知识、新手建构知识的重要途径。通过聚类及滞后序列分析，提炼了讲授型、答疑型、引导型、探究型四种同伴互动模式。其中，引导型和探究型模式具有专家与新手双向知识转移的特点，对编程学习的积极价值较强；讲授型和答疑型模式具有专家向新手转移知识的特点，对编程学习的积极价值较弱。通过学生的反思日志，发现引导型和探究型是学生比较喜欢的两种互动模式。因此，教师可以通过干预形成引导型和探究型两种模式来优化同伴互动过程，开展更加高效的结对编程活动。
【英文摘要】：
"Expert-novice" pair programming is a common collaborative learning mode, and its application effect is different in previous empirical studies. To explore the reasons for the different effects of this model, this study uses the mixed method to make a fine-grained analysis of the interactive discourse of pair programming peers. Through lag sequence analysis, it is found that typical behaviors such as lecture, instruction, inquiry and response are important ways for experts to transfer knowledge and novices to construct knowledge. Through clustering and lag sequence analysis, four peer interaction modes are refined, namely, lecture-oriented, answer-oriented, guidance-oriented and exploration-oriented modes. Among them, guidance-oriented and exploration-oriented modes have the characteristics of two-way knowledge transfer between experts and novices, and have a strong positive value for programming learning. Lecture-oriented and answer-oriented modes have the characteristics of transferring knowledge from experts to novices, and their positive value to programming learning is weak. Through students' reflection logs, it is found that guidance-oriented and exploration-oriented are two interactive modes that students prefer. Therefore, teachers can optimize the process of peer interaction and carry out more efficient pair programming activities by intervening to form these two modes.