“支架+”STEM教学模式设计及实践研究——面向高阶思维能力培养
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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 problems and developing problem-solving scheme,collaborative learning and completing prototype,solving problems and displaying production,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,questionnaires 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.
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 problems and developing problem-solving scheme,collaborative learning and completing prototype,solving problems and displaying production,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,questionnaires 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.
引文
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[2]Kopcha T J,Mcgregor J,Shin S,et al.Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research[J].Journal of Formative Design in Learning,2017(2):1-14.
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[7]秦瑾若,傅钢善.面向STEM教育的设计型学习研究:模式构建与案例分析[J].电化教育研究,2018(10):83-89+103.
[8]王巍,袁磊.幼小衔接阶段基于项目的STEAM课程教学模式研究[J].现代远距离教育,2018(3):51-58.
[9]张屹,赵亚萍,何玲等.基于STEM的跨学科教学设计与实践[J].现代远程教育研究,2017(6):75-84.
[10]唐烨伟,郭丽婷,解月光,等.基于教育人工智能支持下的STEM跨学科融合模式研究[J].中国电化教育,2017(8):46-52.
[11]闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003(11):18-21.
[12]Alfieri L,Brooks P J,Aldrich N J,et al.Does DiscoveryBased Instruction Enhance Learning?[J].Journal of Educational Psychology,2011,103(1):1-18.
[13]Karthwohl D R,Anderson W.A Revision of Bloom’s Taxonomy:An Overview Theory into Practice[J].The Ohio State University,2002,(4):212-218.
[14]Chen Y S,Kao T C,Sheu J P.A mobile learning system for scaffolding bird watching learning[J].Journal of Computer Assisted Learning,2003,19(3):347-359.
[15]Simons K D,Klein J D.The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment[J].Instructional Science,2007,35(1):41-72.
[16]Toth E E,Suthers D D,Lesgold A M.“Mapping to know”:The effects of representational guidance and reflective assessment on scientific inquiry[J].Science Education,2010,86(2):264-286.
[17]El Sayary A M A.The Effectiveness of Problem-Based Learning Strategy in STEM Education for Enhancing Students’21st CenturySkills[D].Dubai:The British University in Dubai,2014.
[18]Sternberg R J.Finding Students Who Are Wise,Practical,and Creative.[J].Chronicle of Higher Education,2007,53:11-12.
[19]潘星竹,姜强,赵蔚.“互联网+”时代自我导向式网络学习空间设计与应用成效研究[J].现代远距离教育,2018(3):75-87.
[20]Jinmi Tae.The effect of design thinking-based STEAM education on elementary school student interest in math and science,personality,and science and technology career choice[J].Asia-Pacific journal of edcational mangement research,2016,(1):1-6.
[21]Falloon G.An Analysis of Young Students’Thinking When Completing Basic Coding Tasks Using Scratch Jnr.On the i Pad[J].Journal of Computer Assisted Learning,2016,32(6):576-593.
[22]吕国光.教师批判性思维倾向量表(TCTS)的修订[J].黄冈师范学院学报,2007,27(3):63-67.
[23]王欣苗,彭晓霞,黄昊,等.创新能力倾向测验量表汉化版的信效度评价及应用[J].继续医学教育,2015(4):20-22.
[24]杨滨,张炳林.学生问题解决能力综合测评法研究[J].电化教育研究,2017(8):24-30.
[2]Kopcha T J,Mcgregor J,Shin S,et al.Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research[J].Journal of Formative Design in Learning,2017(2):1-14.
[3]Chittum J R,Brett D.Jones,et al.The effects of an afterschool STEM program on students’motivation and engagement[EB/OL].[2017-06-12].http://link.springer.com/content/pdf/10.1186%2Fs40594-017-0065-4.pdf.
[4]Ibá珘nez M B,Delgado-Kloos C.Augmented reality for STEMlearning:A systematic review[J].Computers&Education,2018(123):109-123.
[5]Ilman Anwari,Seiji Yamada,Masashi Unno,et al.Implementation of authentic learning and assessment through STEM education approach to improve students’metacognitive skills[J].K-12 STEM Education,2015,3(1):123-136.
[6]余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015(4):13-22.
[7]秦瑾若,傅钢善.面向STEM教育的设计型学习研究:模式构建与案例分析[J].电化教育研究,2018(10):83-89+103.
[8]王巍,袁磊.幼小衔接阶段基于项目的STEAM课程教学模式研究[J].现代远距离教育,2018(3):51-58.
[9]张屹,赵亚萍,何玲等.基于STEM的跨学科教学设计与实践[J].现代远程教育研究,2017(6):75-84.
[10]唐烨伟,郭丽婷,解月光,等.基于教育人工智能支持下的STEM跨学科融合模式研究[J].中国电化教育,2017(8):46-52.
[11]闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003(11):18-21.
[12]Alfieri L,Brooks P J,Aldrich N J,et al.Does DiscoveryBased Instruction Enhance Learning?[J].Journal of Educational Psychology,2011,103(1):1-18.
[13]Karthwohl D R,Anderson W.A Revision of Bloom’s Taxonomy:An Overview Theory into Practice[J].The Ohio State University,2002,(4):212-218.
[14]Chen Y S,Kao T C,Sheu J P.A mobile learning system for scaffolding bird watching learning[J].Journal of Computer Assisted Learning,2003,19(3):347-359.
[15]Simons K D,Klein J D.The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment[J].Instructional Science,2007,35(1):41-72.
[16]Toth E E,Suthers D D,Lesgold A M.“Mapping to know”:The effects of representational guidance and reflective assessment on scientific inquiry[J].Science Education,2010,86(2):264-286.
[17]El Sayary A M A.The Effectiveness of Problem-Based Learning Strategy in STEM Education for Enhancing Students’21st CenturySkills[D].Dubai:The British University in Dubai,2014.
[18]Sternberg R J.Finding Students Who Are Wise,Practical,and Creative.[J].Chronicle of Higher Education,2007,53:11-12.
[19]潘星竹,姜强,赵蔚.“互联网+”时代自我导向式网络学习空间设计与应用成效研究[J].现代远距离教育,2018(3):75-87.
[20]Jinmi Tae.The effect of design thinking-based STEAM education on elementary school student interest in math and science,personality,and science and technology career choice[J].Asia-Pacific journal of edcational mangement research,2016,(1):1-6.
[21]Falloon G.An Analysis of Young Students’Thinking When Completing Basic Coding Tasks Using Scratch Jnr.On the i Pad[J].Journal of Computer Assisted Learning,2016,32(6):576-593.
[22]吕国光.教师批判性思维倾向量表(TCTS)的修订[J].黄冈师范学院学报,2007,27(3):63-67.
[23]王欣苗,彭晓霞,黄昊,等.创新能力倾向测验量表汉化版的信效度评价及应用[J].继续医学教育,2015(4):20-22.
[24]杨滨,张炳林.学生问题解决能力综合测评法研究[J].电化教育研究,2017(8):24-30.