摘要
当前我国职业教育教学面临教学目标浅层化、教学内容的知识点与技能点缺少联系与整合、教学方法难以适应高阶思维发展和学习迁移、教学评价方式与学习结果不匹配、信息技术与课程教学融合表面化等困境。项目化教学作为一种以学生为中心,强调问题引领、任务驱动和成果导向的教学范式,已在职业教育领域有所探索,但仍不足以解决上述难题。这其中的重要原因在于职业教育项目化教学常常流于形式,且并未指向深度学习,为此构建一种促进深度学习的职业教育项目化教学范式成为当务之急。指向深度学习的职业教育项目化教学范式包括衍生性问题、理解性目标、理解性环境、深度学习活动、持续性评价、总结与反思等要素,依次构成了项目学习的起点、支点、平台、载体、支架和升华路径,同时该范式强调项目化教学应紧紧围绕问题、任务、情境和实体性成果来开展。基于“小张凉皮营运方案”项目化教学设计案例的剖析表明,促进深度学习的职业教育项目化教学范式能够为职业教育项目化教学实践提供方法指导,且在学生的理解水平、思维发展、深度学习状态方面具有促进作用。
Currently,vocational education in China is facing challenges such as shallow teaching objectives,lack of connection and integration between knowledge and skills in teaching content,difficulty in adapting teaching methods to higher-order thinking development and learning transfer,mismatch between teaching evaluation methods and learning outcomes,and superficial integration of information technology and curriculum teaching.Project-based teaching,as a student-centered,problem-oriented,task-driven,and outcome-oriented teaching paradigm,has been explored in the field of vocational education,but it is still insufficient to solve the above-mentioned problems.The main reason for it is that project-based teaching in vocational education often becomes a formality rather than a focus on deep learning.Therefore,constructing a project-based teaching paradigm for vocational education that promotes deep learning has become an urgent task.The project-based teaching paradigm for vocational education aimed at deep learning includes elements such as derivative problems,goals for understanding,environment for understanding,deep learning activities,continuous evaluation,summary and reflection,which in turn constitute the starting point,fulcrum,platform,carrier,support and sublimation path of project-based learning.At the same time,this paradigm emphasizes that project-based teaching should be closely carried out around problems,tasks,situations and substantive achievements.The case analysis based on the project-based teaching design of“Xiaozhang Liangpi Operation Scheme”shows that the project-based teaching paradigm of vocational education to promote deep learning can provide methodological guidance for the practice of project-based teaching of vocational education,and promote students’understanding level,thinking development and deep learning status.
作者
陈明选
凌震
曹小兵
CHEN Mingxuan;LING Zhen;CAO Xiaobing
出处
《现代远程教育研究》
CSSCI
北大核心
2024年第1期63-72,共10页
Modern Distance Education Research
基金
国家社会科学基金2021年度教育学一般项目“互联网+环境下促进深度理解的项目化学习研究”(BCA210087)
2021年江苏省高等教育教改研究课题“拔尖创新人才培养视域下的职业教育项目化课程教学改革”(2021JSJG563)。
关键词
深度学习
职业教育
项目化教学
理解性教学
Deep Learning
Vocational Education
Project-Based Teaching
Teaching for Understanding
