一句话：通过236名学生的实证研究验证ASPA静态分析工具能辅助编程学习、持续反馈并提升成绩。
基础编程教学长期面临如何兼顾学习支持与评估改进的问题，已有成功方法往往只针对单一目标。本文旨在验证静态分析工具 ASPA 能否在编程课程中支持学习与持续反馈。作者在基础编程课程中设计并实施实证研究，236 名学生在项目开发活动中自愿使用 ASPA。研究先对学生进行画像，再评估其使用态度、感知易用性和感知有用性。结果表明，ASPA 对整个课程尤其是编程作业是良好的辅助工具，并有助于提高学生成绩。
For decades there have been arguments how to teach programming in the basic courses. Supportive intervention methods to improve students’ learning and methods to improve assessment process have been widely studied. There are various successful methods to each topic separately, but only a few of them fit for both. In this work, we aimed at validating ASPA a static analyser tool that supports learning and continuous feedback on programming courses. For this purpose, we designed and conduct an empirical study among 236 students enrolled in the basic programming course, that voluntary adopted the tools during the project development activities. We first profiled the students, then, evaluated the attitude toward using ASPA, the perceived ease of use, and the perceived usefulness. Results showed that ASPA is a good helper for the entire course and especially the student’s programming assignments, and it also helps to improve the students’ grades.