Building on the classroom framework reported in Heath et al. (2025), this paper proposes FLARE v2 as a recursive, semiotically informed account of how program meaning is constructed. It reinterprets the descriptive tiers of FLARE v1 as instances of a single generative operation: identify elements (characterised by the four properties Receives, Sends, Effects, Shares); analyse their bindings along two dimensions (Causal-Temporal and Communicative); and recognise the new element that emerges. The Causal-Temporal dimension encompasses three subtypes - Sequential, Branch, and Event - that together account for control flow in both procedural and event-driven environments. A Compositional Ladder provides a visual parallel between literacy progressions and programming structures, illustrating how recursive composition operates from blocks and statements through segments, systems, and services. The framework aims to address conceptual and cognitive-load limitations reported in FLARE v1 and is situated within semiotic and program-comprehension theory. FLARE v2 is presented as a conceptual lens with potential implications for pedagogy and curriculum design; implementation and empirical evaluation are left for future work.

翻译：本文在Heath等人（2025）提出的课堂框架基础上，提出FLARE v2作为一个递归的、符号学启发的程序意义建构理论。该框架将FLARE v1的描述层级重新阐释为单一生成操作的实例：识别元素（以接收、发送、影响、共享四属性为特征），沿两个维度（因果-时序维度和交际维度）分析其绑定关系，并识别涌现的新元素。因果-时序维度包含顺序、分支和事件三种子类型，共同解释过程式与事件驱动环境中的控制流。组合阶梯通过可视化呈现读写能力进阶与程序结构的对应关系，阐明从代码块、语句到片段、系统及服务的递归组合机制。本框架旨在解决FLARE v1中报告的概念认知负荷局限，并植根于符号学与程序理解理论。FLARE v2被定位为具有教学法与课程设计潜力的概念透镜，具体实施与实证评估留待后续研究。