摘要
PBL校际协作是指校际间围绕特定主题开展基于项目的远程协作学习,主要有两种基本组织模式,共同协作建构模式和差异化建构模式。这两种模式的项目选题均立足于教材内容和生活实际,整个校际协作的探究活动以教师为主导、以学生为主体、以知识协同建构为主线。共同协作建构模式的突出特征是校际间通过网络开展远程协作探究贯穿于整个活动过程中,而差异化建构模式则主要利用地区差异作为学习的资源。这两种协作模式的应用效果表明:PBL校际协作模式能够逐步转变师生观念,实现师生协同知识建构,提高师生综合能力,有效培养学生面向21世纪学习的技能,有效促进教师的专业发展,拉近城乡师生间的距离,促进城乡义务教育均衡发展。PBL校际协作模式应当予以重视和推广。
The PBL interscholastic collaboration means that schools carry out remote project-based collaborative learning around specific themes. There are two basic organizational models - collaborative construction and differentiated construction. In both models, Project topic selections are based on textbooks and real life; exploration activities throughout the interscholastic collaboration are teacher-led, student-centered, with collaborative knowledge-building being the mainline. In the collaborative construction mode, remote collaborative explorations are carried out via the Internet throughout the whole course of an activity, whereas in the differentiated construction mode, regional differences are valued as learning resources. The application result of both modes shows that： PBL interscholastic collaboration models can gradually transform the concepts of teachers and students, achieve collaborative knowledge building by teachers and students, improve the comprehensive abilities of teachers and students, effectively promote students＂ skills and teachers＂ professional development, and accelerate the balanced development of urban and rural compulsory education. Therefore, it should be appreciated and widely spread.
出处
《现代远程教育研究》
CSSCI
2013年第6期92-97,共6页
Modern Distance Education Research
基金
教育部-中国移动科研基金(2012)研发项目“教育信息化理论研究”子课题9“教育信息化理论体系研究”(MCM20121011)
关键词
基于项目的学习(PBL)
校际协作
组织模式
效果分析
Project-Based Learning
Interscholastic Collaboration
Organizational Model
Effectiveness Analysis
