在程式設計的教學中，理論教學與實踐學習之間的銜接過程非常重要。但是由於程式設計上的抽象性，這個過程對新手學習者而言通常難以理解，他們容易在學習的過程中遇到挫折而放棄學習。此類問題更常於科學相關的科目發生，因此如何降低學習難度以及提升新手學習體驗一直是被重視的問題。在本研究中探討了一些相關研究文獻，整理新手學習者學習程式設計時可能遇到的困難，並於本研究中應用了部分被認為有效的教學策略，再以可見式思考與合作編寫程式為重點進行教學實驗，旨在提升學生的學習成效與學習體驗。 本研究嘗試將可見式思考模組學習單與群體程式設計用於程式設計教學中，以學習單作為思考模組，將文字層級與程式碼層級間的轉換的抽象過程變為可見，使學生更容易理解程式設計中抽象的部分，從而逐步引導他們展開解題思路，再讓學生藉由群體程式設計學習合作編寫程式，從小組共同編寫程式的過程中獲得合作經驗，學習組內其他學生的編寫程式技巧。本研究分析了實驗獲得的前後測數據和學生的回饋，其結果顯示本研究中應用的結合教學方法在學生的成績和學習體驗兩個方面皆產生了正向影響。;In programming education, the bridging process between theoretical instruction and practical learning is crucial. For novice learners in this field, this process is not straightforward, as the abstract nature of programming is often challenging to grasp. Consequently, students may easily encounter setbacks during learning, leading to the possibility of abandoning their studies. Such issues are even more prevalent in science-related subjects. Therefore, reducing the learning difficulty for novice learners to enhance the learning experience has always been a significant concern. This study delves into relevant research literature, compiling the difficulties novice learners may face when learning programming. Applying recognized effective teaching strategies, the study focuses on conducting instructional experiments with an emphasis on making thinking visible and collaborative programming, aiming to improve students′ learning outcomes and experiences. The research attempts to integrate visible thinking module worksheets and Mob programming into programming education. Using worksheets as a thinking module makes the abstract process of transitioning between text-level and code-level visible. This allows students to better understand the abstract aspects of programming, gradually guiding them in developing problem-solving approaches. Students are then engaged in collaborative programming through Mob programming, acquiring teamwork experience and learning coding skills from peers within the group. The study analyzes pre- and post-test data along with student feedback obtained from the experiments, revealing positive impacts on both students′ academic performance and learning experiences resulting from the application of the combined teaching methods.
