運算思維被認為是現代學習者必須獲得與發展的問題解決技能，而且程式設計也正影響著幾乎所有學科的研究。本研究探討從運算思維到程式設計的養成策略，先發展學生運算思維，再進行程式設計學習，以幫助學生培養程式設計解決問題的能力，以及對於學生問題解決能力之影響。實驗對象為國中七年級學生共8個班級，並以班級為單位隨機安排4個班為控制組與4個班實驗組。控制組為運算思維發展與程式設計練習交錯學習共10週，實驗組為先發展運算思維5週，再練習程式設計5週。
控制組與實驗組在實驗結束後皆會分別進行後測，以了解不同的教學策略對於學習成效之影響。研究結果顯示，兩種教學策略皆能培養學生之運算思維與問題解決能力，但從運算思維到程式設計之教學策略較能讓學生專注於程式設計問題解決的學習，學生的學習表現也會比較好。除此之外，先培養運算思維，再培養程式設計之學習策略相較於交錯學習運算思維與程式設計之教學策略，較可以維持學生之學習興趣。

Computational Thinking is considered a problem-solving skill that modern learners must acquire and develop, and programming is influencing research in almost every discipline. This study proposed a strategy from computational thinking to programming. The research hypothesis was that developing computational thinking skills before learning to program can enhance the ability of problem-solving.
There are eight classes with 182 seventh-grade students studying at a Taipei junior high school. The eight classes were randomly designed as the control group and experimental group. The control group alternate learned computational thinking and programming in ten weeks while the experimental group learn computational thinking for five weeks and then learn to program for five weeks. Both the control group and the experimental group accepted two post test after the experiment.
The experiment result shows that the strategy from computational thinking to programming can enhance the ability of computational thinking and problem-solving. The students in the experimental improve their programming problem-solving skills more than the control. Also, the experimental group can maintain the learning interest of students.

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