Support for Programming Education with Structured Program Design Using Combination of Phrases

机译：支持使用短语组合具有结构化程序设计的编程教育

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We propose a method of designing the behavior of the program with combination of phrases. In this method, two design stages are prepared. The first stage is for students to design the outline of the program behavior. In this stage, the behavior of the program is expressed with three control structures and their contents of processing. The second stage is for students to design each module in detail, considering relationships between modules. In this stage, students design procedures with roles of arguments. Since there are two stages for designing the behavior, teachers can force students to design it logically. Students can study how to design program behavior without learning the particular designing methods.

机译：我们提出了一种用短语组合设计程序的行为的方法。在该方法中，准备了两个设计阶段。第一阶段是为学生设计计划行为的概要。在此阶段，程序的行为用三个控制结构及其处理内容表示。第二阶段是学生详细设计每个模块，考虑模块之间的关系。在这个阶段，学生设计具有参数的角色的程序。由于设计行为有两个阶段，教师可以强迫学生逻辑地设计它。学生可以学习如何设计程序行为而不学习特定的设计方法。

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《International Conference on Computer Sciences and Convergence Information Technology》|2009年||共3页
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作者
Daisuke Inaba; Fumiko Harada; Hiromitsu Shimakawa;
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中图分类 TP3-53;
关键词
Structured program design; Stepwise refrainment; Programming education;

机译：结构化程序设计;逐步浪费;编程教育;

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4. Support for Programming Education with Structured Program Design Using Combination of Phrases [C] . Inaba, Daisuke, Harada, Fumiko, Shimakawa, Hiromitsu International Conference on Computer Sciences and Convergence Information Technology;ICCIT '09 . 2009

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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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8. Translation of Phrase Structured Programming Languages [R] . Buttelmann, W. 1979

机译：短语结构化编程语言的翻译

Support for Programming Education with Structured Program Design Using Combination of Phrases

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