Pair programming is an important organizational form of programming teaching.However,the actual teaching effect is constrained by many factors,and there are problems such as single mode of pair programming teaching and the mere formality of pair cooperation,which seriously affect the effectiveness of students'pair behavior,the depth of cooperation process and the significance of metacognitive development.Based on the theory of social conditioning learning,this study incorporates metacognitive strategies in each conditioning session to facilitate the communication and interaction process among learners.To this end,a"three stages&six sessions"pair programming teaching model based on metacognitive strategies in primary schools is designed to integrate metacognitive monitoring,planning,regulation,and evaluation strategies into pair programming teaching,and to promote students'understanding of programming knowledge,as well as the planning and monitoring of programming tasks by developing students'metacognitive awareness and improving their cognitive control.Finally,this study uses a quasi-experimental method to verify the effectiveness of the teaching model,i.e.,42 students in each of two fourth grade classes in X primary school in X city are selected as the experimental and control group respectively,and the experimental group is taught using the metacognitive strategy-based pair programming teaching model,while the control group is taught using the traditional pair programming teaching model.The experimental results show that the pair programming teaching model based on metacognitive strategies promotes the occurrence of effective pairing behaviors,encourages students to engage in deep cooperation,significantly improves students'computational thinking and metacognitive skills,and also enhances students'curriculum performance and academic achievement in programming learning.
Metacognitive strategiesPair programmingInstructional modelQuasi-experimental study
NETL
NSTL
万方数据
维普
