【作 者】：
周平红， 桑雪梅， 张 屹， 林裕如， 程 悦， 洪佳钰
【关 键 词 】：
计算思维； 结对编程； 同伴互评； 认知网络分析
【栏 目】：
课程与教学
【中文摘要】：
同伴互动是实现学习者深度学习与计算思维能力提升的关键环节，但计算思维的抽象性与内隐性特征阻碍了计算思维各能力维度共现关系与动态演化趋势的外化表征。为此，文章提出了同伴互评支持的结对编程模式，并在高校综合性课程中开展教育实践，利用认知网络分析（ENA）可视化呈现能力水平高—高、高—低和低—低三种结对方式下学习者计算思维认知网络结构模型的差异。研究结果表明：同伴互评与结对编程模式的融合创新有助于学习者计算思维的提升与知识的双向迁移；在线同伴互评中，组内互评关注计算思维的概念，组间互评侧重于实践和观念；高—高组的同伴互评聚焦宏观图形认知，低—低组则倾向局部代码编写；随着同伴互评的深入，三组的认知网络质心移动轨迹转趋一致。研究将同伴互评机制与结对编程教学模式有机融合，为高等教育体系中职前教师的计算思维从教准备度的培养提供理论指导与经验参考
【英文摘要】：
Peer interaction is a key link to improve learners' deep learning and computational thinking ability, but the abstract and implicit characteristics of computational thinking hinder the externalization of the co-occurrence relationship and dynamic evolutionary trend of computational thinking dimensions. To this end, this study proposes a peer assessment-supported pair programming model and carries out educational practice in a comprehensive course in colleges and universities. Epistemic Network Analysis(ENA) is used to visualize the differences in the cognitive network structure model of computational thinking among learners in three types of pairs with high-high, high-low and low-low proficiency levels. The results show that the integration of peer assessment and pair programming model is conductive to the improvement of learners' computational thinking and the two-way transfer of knowledge; In online peer assessment, intra-group peer assessment focuses on the concept of computational thinking and inter-group peer assessment focuses on the practice and ideas; The peer assessment of the high-high group focuses on macroscopic graph cognition, while the low-low group tends to local code writing; As peer assessment progresses, the cognitive network of the three groups becomes more consistent; With the deepening of peer assessment, the trajectories of cognitive network center of mass movement of the three groups became consistent. This study integrates the peer assessment mechanism with the pair programming teaching model, which provides theoretical guidance and empirical references for the cultivation of pre-service teachers' readiness to teach computational thinking in higher education system.