New Image of Programming: In Search of an Educationally Powerful Concept Technological Fluency

编程的新形象：寻找具有教育意义的概念技术流畅性

• 批准号: 9153719
• 负责人: Seymour Papert
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-08-15 至 1995-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9153719&HistoricalAwards=false
• 关键词: New; Image; Programming; Search; Educationally

This project seeks to describe a new vision of programming, as part of an effort to define and refine the idea of technological fluency as a source of learning power. Our Constructionist theory leads us to view technological knowledge as "reflexive," valuable not only in its own right, but also capable of enhancing the learning of many other things. In the past, th focus has been on programming as the most accessible form of such reflexive knowledge. Now new ideas and new advanced computers make possible a dramatic extension of this role of technological fluency. Programming continues to provide a natural entry route, but in this new context a new sense of what programming means. As a means of developing and studying this extended notion of programming, three complementary activities are in proposed. In the "Pogramming Paradigms" activity, the focus is on transferring new computational frameworks, most notably multiprocessing, into education. In the Robotics activity, the classical construction kit to include new computational elements. In the "Software Design" activity, the learning that takes place when children develop complete, multimedia software "products," designed for use by others will be explored. Each of these three activities involves technology development. But in each case, the main focus is on conceptual development and new educational issues and strategies. In each activity, the appropriability of its technologies and its ideas in close interaction with schools and particularly with communities that have traditionally been undeserved or intellectually disenfranchised will be studied.

该项目旨在描述编程的新愿景，作为定义和完善技术流畅性作为学习能力来源这一理念的努力的一部分。 我们的建构主义理论引导我们将技术知识视为“反射性的”，它不仅本身有价值，而且能够增强对许多其他事物的学习。 过去，人们的重点一直放在编程上，将其作为此类反射性知识最容易获得的形式。 现在，新的想法和新的先进计算机使技术流畅性的作用得以显着扩展。 编程继续提供自然的入门途径，但在这个新的环境中，编程的含义有了新的含义。 作为开发和研究这种扩展的编程概念的一种手段，提出了三项补充活动。 在“编程范式”活动中，重点是将新的计算框架（尤其是多处理）转移到教育中。 在机器人活动中，经典的构建套件包含新的计算元素。 在“软件设计”活动中，将探讨孩子们开发供他人使用的完整多媒体软件“产品”时所进行的学习。 这三项活动均涉及技术开发。 但在每种情况下，主要焦点都是概念发展以及新的教育问题和策略。 在每项活动中，将研究其技术和思想在与学校，特别是传统上不值得或在智力上被剥夺权利的社区密切互动中的适用性。