摘要
促进学习者高阶认知和问题解决能力的发展,是当代教学设计的核心诉求之一。问题化学习(PBL)虽致力于此,但实践效果却不够理想。面向高阶认知发展的成长式问题化学习(GPBL),是在分析PBL的价值与困境的基础上所提出的一种扬长避短的教学设计方法。它将学习置于复杂而真实的问题空间中,使其难度可随学习者能力发展而循序渐进动态变化,进而促进其高阶认知发展。以此方法开展的“教育游戏设计”教学案例表明,学习者在复杂问题解决、远迁移、合作及编程等能力上,都有较为明显的发展,这在一定程度上验证了设计目的。
Promoting the development of learners’higher-order cognition and problem-solving abilities is one of the core demands of contemporary instructional design.Although problem-based learning(PBL)is committed to this,the practical results are not ideal.The growing problem-based learning for higher-order cognitive development is an instructional design method based on analyzing the value and dilemma of PBL.It puts learning in a complex and real problem space.Its difficulty can be gradually and dynamically changed with the development of learners’abilities,thereby promoting their higher-order cognitive development.The course case of“educational game design”carried out in this way shows that students have made relatively obvious progress in complex problem solving,remote migration,cooperation,and programming skills,and to a certain extent verified the purpose of the design.
作者
邓鹏
Deng Peng(School of Information,Yunnan Normal University,Kunming Yunnan 650092)
出处
《远程教育杂志》
CSSCI
北大核心
2020年第3期76-85,共10页
Journal of Distance Education
基金
云南省教育厅课题“基于信息技术的体验式教学在三生教育中的应用研究”(项目编号:GY100023)的研究成果。
