摘要
在STEM教育中注入支架理论思想,为解决真实问题提供强有力的支撑,有助于学生高阶思维能力发展,并促使"思维"逐步走向"精神".通过梳理STEM、支架、PBL、高阶思维的概念与它们之间的关联,从认知学习、内容学习、协作学习三个维度,设计"支架+"STEM教学概念框架.在此基础上构建了"支架+"STEM教学模式,包括发现问题、分析问题并制定解决方案、协作学习并完成原型制作、解决问题并展示作品、自我反思并发布作品五个阶段.最后,以Scratch课程教学为例,采用准实验法,利用NVivo质性分析高阶思维行为表征,使用问卷调查与访谈测评学生对高阶思维能力的认知和感受.研究表明,"支架+"STEM教学模式有助于培养学生批判性思维能力、创新能力及问题解决能力,引领智慧教育发展新路径.
Integrating the scaffolding theory into STEM education provides strong support for solving real problems, and it has a significant effect on developing students’ higher order thinking skill and promoting thinking to spirit. Based on combining the concepts and relationships of STEM, scaffolding, PBL, and high - order thinking, this paper constructs a “scaffolding +” STEM teaching model from three aspects of cognitive learning, content learning, and collaborative learning. It includes discovering problems, analyzing prob-lems and developing problem - solving scheme, collaborative learning and completing prototype, solving problems and displaying pro-duction, self - reflection and publishing production. Finally, taking Scratch course as an example, this paper has used some research methods, such as quasi - experimental research method, a qualitative analysis of higher - order thinking behavior with NVivo , ques-tionnaires and interviews of evaluating the perception and feeling of higher - order thinking skill. The results show that “scaffolding +” STEM teaching model may help develop critical thinking ability, creativity ability and problem - solving ability, and leads the new path of smart education development.
作者
潘星竹
姜强
黄丽
赵蔚
王利思
PAN Xingzhu;JIANG Qiang;HUANG Li;ZHAO Wei;WANG Lisi(Northeast Normal University, Changchun, Jilin, 130117;Dalian No. 80 Middle School,Dalian, Liaoning,116000)
出处
《现代远距离教育》
CSSCI
北大核心
2019年第3期56-64,共9页
Modern Distance Education
基金
教育部人文社会科学研究青年基金项目“大数据时代在线学习者情感挖掘与干预研究”(编号:16YJC880046)
东北师范大学教师教育研究基金项目“职前教师信息技术应用能力培养与发展研究”(编号:JSJY20180301)
吉林省教育厅“十三五”社会科学研究规划项目“基于数据挖掘的吉林省高等教育学生投入影响因素及应用研究”(编号:JJKH20180027SK)
