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当前数学课堂教学主要关注解决结构良好的问题,较少涉及真实情景中结构不良的问题,从而常造成学校数学教育与社会生活的脱节。本研究在分析已有关于结构不良问题解决研究的基础上,借鉴乔纳森建构主义学习环境设计理论,从学习环境设计视角出发,构建基于结构不良问题解决的数学学习环境,以期对培养学生使用数学知识解决真实情景中结构不良问题能力有所启发。 相似文献
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论解决结构不良问题的能力及其培养 总被引：3，自引：0，他引：3
本文论述了解决结构不良问题的能力的实质、测量和培养等方面的研究。结构不良问题大量存在于生活和工作情境中,解决结构不良问题的过程和所需成分与结构良好问题有所不同。利用结构不良问题作为测验材料,可以测量人在日常生活和实际工作情境中解决问题的能力,这种测量方法与传统的智力测量相比更具生态效度。培养学生解决结构不良问题的能力所需采取的教学方式也有其独特特征,对于当前教育改革有较大的启发意义。 相似文献
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结构不良问题解决及其教学涵义 总被引：7，自引：1，他引：7
传统教学呈现给学生的是结构良好问题。受建构主义思想的影响，突出以结构不良问题解决为中心，成为新的教学发展趋向。学生解决结构不良问题需要考虑到情感、价值和信念对其问题解决过程的影响，教学应更强调情境、协作、自我监控对问题解决的作用。通过结构不良问题教学，将学生从一个被动的信息加工者变为一个主动的问题解决者。结构不良问题解决的教学理论还有待于进一步发展。 相似文献
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结构不良问题是结构没有明确规定的问题,它首先出现在心理学领域,后来逐渐引起了教育学领域的关注.中学物理教学要求教师在教学过程中,不仅要注重知识的传授,更要重视提高学生的思维能力和解决问题的能力.本文在阐释结构不良问题理论的基础上,分析结构不良问题引入中学物理课堂对物理教学的重要意义,并提出把结构不良问题融入物理课堂的教学策略. 相似文献
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PBL与我国的教育现实 总被引：6，自引：0，他引：6
PBL(Problem-Based Learning,基于问题的学习,是让学生围绕着解决一些结构不良的、真实的问题而进行的一种有针对性的、实践性的学习。本文通过对PBL的分析,认为这种在西方兴起的教学模式非常有助于促进学生的自主学习、终身学习;但在我国具体教学中,实施PBL依然障碍重重。 相似文献
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本文首先阐述了结构不良问题的定义、特征和成分,进一步围绕结构不良问题解决的教学,分析了建构主义学习观下的三种教学模式（基于案例、基于问题的学习以及基于认知弹性理论的教学模式）的特点．最后总结结构不良问题的教学中应该注意的问题． 相似文献
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PBL与我国的教育现实 总被引：16，自引：0，他引：16
PBL（Problem-Based Learning，基于问题的学习，是让学生围绕着解决一些结构不良的、真实的问题而进行的一种有针对性的、实践性的学习。本文通过对PBL的分析，认为这种在西方兴起的教学模式非常有助于促进学生的自主学习、终身学习；但在我国具体教学中，实施PBL依然障碍重重。 相似文献
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结构不良问题具有条件缺失或冗余、解决方案多样、结果开放等特点.近几年的高考数学试题中出现了多种结构不良的试题,本文结合具体例题对结构不良试题的答题策略进行探讨分析,希望能够提升学生解决此类问题的能力. 相似文献
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作为提高大学生的实践能力和创新能力的有效途径,实践共同体正受到教育领域研究者越来越多的关注,当前实践共同体的建构研究主要借鉴共同体的研究成果,对实践共同体的实践特性关注不够。从问题解决视角看,劣构问题解决是实践共同体中实践的主要方式,基于劣构问题解决过程及其影响因素研究实践共同体建构,不仅适切而且必然。文章在阐释实践能力和实践共同体内涵的基础上,探索劣构问题的解决过程、影响因素,继而提出了相应的实践共同体建构策略。 相似文献
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Connie Siew Ling Ng Wing Sum Cheung Khe Foon Hew 《Interactive Learning Environments》2013,21(2):115-134
Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. An asynchronous online discussion, with extended time for reflection, is an appropriate learning environment to engage learners in solving ill-structured problems. However, scaffolds may be needed to support learners in the online discussions. This study explores the effect of online scaffolds in supporting a group of graduate students' ill-structured problem-solving processes in asynchronous online discussions. The results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of ill-structured problem-solving processes. Further analysis revealed that wrong selection of message labels and under-usage of sentence openers affected the results of this study. Improvements for online scaffolds include having more precise message labels and sentence openers based on Socratic questioning approach. 相似文献
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The purpose of this research is to investigate the relative effectiveness of using three different question-prompt strategies on promoting metacognitive skills and performance in ill-structured problem solving by examining the interplay between peer interaction and cognitive scaffolding. An ill-structured problem-solving task was given to three groups. One group (Type QP) received instructor-generated question prompts that guided the problem-solving process; the second group (Type PQ) developed their own peer-generated questions; another group (Type PQ-R) developed their own question prompts first and revised them later with an instructor-generated question list. In this study, students in the QP group outperformed those in any other groups. The results revealed that providing instructor-generated question prompts was more effective than letting students develop their own questions, with or without revision, in ill-structured problem solving. Analysis of each of the four problem-solving stages revealed that the provided question prompts were more helpful in the stages of justification, and monitoring and evaluating than student-generated prompts. The difference between PQ and PQ-R groups is not statistically significant either overall or in any of the problem-solving stages. 相似文献
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陈晓新 《河北大学成人教育学院学报》2010,12(1):25-27
非良构问题是广泛存在于日常生活和职业实践中的一类问题。对于成人学习者来说,非良构问题解决技能直接关系到他们能否有效、顺利地解决实践中的复杂问题。因此,在成人教学的过程中,有效的教学策略应以非良构问题解决为基础。基于非良构问题解决的成人教学策略源于建构主义和情境认知理论,具体可以围绕形成问题情境过程、协助问题解决过程和执行评估监控过程展开。 相似文献
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时代和社会的发展使传统教学变得越来越低效,甚至无效。在新技术支持的背景下,革新教学模式,实施高效学习以确保学习的有效性变得至关重要。非良构问题解决教学是实现高效学习、发展高阶思维的有效途径。非良构问题解决教学的设计步骤为：明确问题情境,列出知识清单;说明问题的具体要求,提供相宜的学习指导;呈现有针对性的案例,促进学习者的知识迁移;帮助学习者收集信息,开发结构性的知识库平台;构建交流对话平台,引导学习者合作学习;启发学习者反思和自我评价,制定科学的评价标准。 相似文献
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This paper discusses a qualitative study which examined students’ problem-solving, metacognition, and motivation in a learning
environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic
learning environment into a new open learning environment by contextualizing domain-related concepts and skills and providing
ill-structured, collaborative problem-solving opportunities. The intervention called Learning Environments Approaching Professional
Situations (LEAPS) took into account issues surrounding motivation and situativity that are of particular interest to instructional
developers and design-based researchers. In this study, four classes were assigned as either traditional or LEAPS environments
from which four cases were selected for further examination. The results suggested that the LEAPS approach was beneficial
in supporting students’ problem-solving, motivation, and self-reflections, but only under specific conditions. The implications
for instructional design and motivation are discussed. 相似文献
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Kumar Laxman 《Instructional Science》2011,39(6):881-900
Solving real-world problems is an effective learning activity that promotes meaningful learning in formal educational settings.
Problems can be classified as being either well structured or ill structured. Internet information search approaches have
an influential role to play in the successful performance of problem solving. A better understanding of how students differentially
model information search strategies and movements in tackling well- and ill-structured problems is essential for creating
engaging problem-solving environments for students. Static measures, such as the number of accessed nodes or links, or the
number of times particular web browser function buttons are clicked, are limited in their ability to analyze attributes of
information search patterns. A more dynamic and spatial representation of web movements and navigational patterns can be realized
through the use of navigational paths as data. The two path-specific structural metrics that can be used to assess network-based
navigational paths in relation to the structuredness of the problem-solving task are compactness and stratum. These metrics are, respectively, the indicators of the connectedness and linearity of network-based structures defining students’ online navigational visitations during the problem-solving sessions. This
study explored the relevance and utility of these two metrics in analyzing the navigational movements of learners in seeking
out electronic information to accomplish successful problem solving. The outcome findings of this study show that well- and
ill-structured problems demand different cognitive and information seeking navigational approaches. The differing values of
the two path metrics in analyzing the search movements organized by students in attending to well- and ill-structured problems
were a direct result of the contrasting patterns of navigational path movements. The search patterns associated with well-structured
problem solving tended to be more linear and less connected, whereas those related to ill-structured problem solving were
more distributed and inter-connected. 相似文献
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This study examined the effects of question prompts and peer interactions in scaffolding undergraduate students’ problem-solving
processes in an ill-structured task in problem representation, developing solutions, making justifications, and monitoring
and evaluating. A quasi-experimental study, supplemented by multiple-case studies, was conducted to investigate both the outcomes
and the processes of student problem-solving performance. The quantitative outcomes revealed that question prompts had significantly
positive effects on student problem-solving performance but peer interactions did not show significant effects. The qualitative
findings, however, did indicate some positive effects of peer interactions in facilitating cognitive thinking and metacognitive
skills. The study suggests that the peer interaction process itself must be guided and monitored with various strategies,
including question prompts, in order to maximize its benefits. 相似文献