ABSTRACT Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming. Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand. Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills. Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test. Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.

中文翻译：

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介绍性编程技能的教学理论

摘要 背景和背景：当前的介绍性教学未能识别、构建和排列编程中涉及的许多技能。目标：我们提出了一个理论，该理论确定了新手逐渐学习的四种不同技能。这些技能是跟踪、编写语法、理解模板（编程知识的可重用抽象）以及使用模板编写代码。我们的理论是，这些技能的明确指导会降低认知需求。方法：我们进行了一项探索性混合方法研究，并比较了学生在学习编程时的练习完成率、错误率、解释代码的能力和参与度。我们将反映这一理论的材料与不区分技能的更传统的材料进行了比较。发现：教学技能逐步提高了练习的完成率，并降低了错误率并提高了对后测的理解。启示：通过构建编程技能，使其可以明确和渐进地教授，我们可以为教学设计提供信息，并改进未来关于理解新手程序员如何发展理解的研究。