摘要(英) |
It is a tremendous challenge for beginning programmers to precisely develop source code. This thesis explores two extensions to extreme programming: 1) design sketching and 2) Chinese pseudo coding for high school programming teaching. First, design sketching is used to capture rough concept of a solution. Next, Chinese pseudo coding is used to describe detailed steps of the solution. The well-known bubble sorting is used as an example to illustrate the teaching of this method.
This research shows that this method reduces fears of students in learning programming, promotes motivation of learning, and most of all, improves programming ability. |
參考文獻 |
[1] Jen-Yen Chen, A New Agile Method for High Quality Software,
http://ape.csie.ncu.edu.tw/ds/myAgile2.ppt, March 2004.
[2] P.Vermette, Four Fatal Flaws:Avoiding the Common Mistakes of Novice Users
of Cooperative Learning,The High School Journal-Feb卅March, 1994.
[3] D. W. Johnson, E. J. Holubec, R. T. Johnson, Circles of Learning:
cooperation in the classroom, Assn for Supervision and Curriculum, 1990.
[4] Richard F. Gilberg, Behrouz A. Forouzan, Data Structure: a Pseudocode
Approach with C++, Brooks/cole, 2001.
[5] Kent Beck, Extreme Programming Explained: Embrace Change, Addison-Wesley,
2000
[6] Kim Man Lui, Keith C. C. Chen, When Does a Pair Outperform Two
Individuals? , 2003.
[7] Tim Menzies, Jefferey Smith Lane, David Raffo, When is Pair Programming
Better?, 2003.
[8] E J Wood, Problem-Based Learning : Exploiting Knowledge of How People
Learn to Promote Effective Learning,
http://www.bioscience.heacademy.ac.uk/journal/ vol3/beej-3-5.pdf, May 2004. |