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劣构问题的求解根植于情境认知理论.网络学习环境下,并非每一个劣构问题求解者都是专家和能手,对于新手求解者而言,如何探索有效的求解方法和途径,是众多学者一直在研究的课题之一.本文对劣构问题求解的实质,以及情境认知理论的核心概念即"合法的边缘性参与"进行剖析,认为劣构问题新手求解者通过与构建的虚拟实践共同体的文化和情境之间联系和互动,从合法的边缘性参与者逐步到虚拟实践共同体中的核心成员,从新手逐步到专家,从而能寻找到有效地解决劣构问题的策略.为此.本文在此基础上提出了网络学习环境下新手求解劣构问题的策略,即运用技术中介听取专家的"口授教学";参与同类案例实践;形成共同的价值规范等三部分.研究表明,在虚拟实践共同体中"合法的边缘性参与",能帮助新手求解者高效率表征劣构问题,生成更优的解决方案,并能对其进行持续地监控和评估.本文验证了"学习是实践共同体中合法的边缘性参与"这一著名论断,也为劣构问题在情境认知方面的求解探索提供了一个新的视角. 相似文献
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陆明忠 《中学化学教学参考》2008,(9)
教学中关注劣构问题的解决,对学生能力的发展有一定的意义,也符合当前新课改理念。比较良构问题和劣构问题的异同,然后以教学中遇到的问题为例,讨论了劣构问题的解决过程,最后探讨了劣构问题对教学的意义。 相似文献
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本文以基于劣构问题综合实践活动课的教学设计为核心,介绍了它的教学条件、目标、特点以及主要类型,并着重建构了基于劣构问题综合实践活动课的教学模式,以求能够对改变我国中小学综合实践活动课所存在的问题有一定借鉴意义。 相似文献
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设计劣构性问题有助于培养学生的科学思维、强化学生从课堂到生活的迁移能力。本文从选择恰当的问题情境巧设劣构性问题、利用学生的认知障碍创设劣构性问题以及关注问题的灵活性三个方面阐述生物学课堂劣构性问题的设计策略。 相似文献
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劣构问题是开放式的问题,其解决方式具有多样性,劣构问题的解决能促进深度学习的发生,可有效培养学生的地理学科核心素养,提升学生的地理思维品质.文章在对劣构问题特征解读的基础上,以"中东"一节教学为例,进行基于劣构问题的教学实践,以期为中学地理教学提供参考. 相似文献
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劣构问题的特征和解决过程,决定了其对于发展学生的核心素养和关键能力有着不可替代的教学价值。构建围绕生物学劣构问题的教学模式,并以“细胞通过分裂实现增殖”一节为例,阐述在该模式指导下生物学教学的实施。 相似文献
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《中学政治教学参考》2016,(28)
<正>所谓劣构问题,是相对良构问题而言的。良构问题是指设定了限制条件,通过运用在课堂学习中获得的概念、规则、方法和原理能够加以解决的问题。与良构问题为直接揭示知识而人为设计不同的是,劣构问题来源于日常生活,是对真实情境的模拟,教材中没有原型案例可供参考,需要通过尝试不同的解决方案寻找最佳的解决办法。由于深度学习在目标定位上更关注学习者高阶思维能力的发展,在学习过程中往往通过劣构的问题情境,以学习共同体为支撑,实现对关键概念的理解掌握、关联整合及迁移应用。据此,笔 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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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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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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Roza Leikin 《Journal of Mathematics Teacher Education》2003,6(4):297-329
The aim of the study presented in this paper was to explore factors that influence teachers' problem-solving preferences in the process of (a) solving a problem, (b) explaining it to a peer, (c) liking it, and (d) teaching it. About 170 mathematics teachers took part in the different stages of the study. A special mathematical activity was designed to examine factors that influence teachers' problem-solving preferences and to develop teachers' preferences concerning whether to use symmetry when solving the problems. It was implemented and explored in an in-service program for professional development of high-school mathematics teachers. As a result, three interrelated factors that influence teachers' problem-solving preferences were identified: (i) Two patterns in teachers' problem-solving behavior, i.e., teachers' tendency to apply a stereotypical solution to a problem and teachers' tendency to act according to problem-solving beliefs, (ii) the way in which teachers characterize a problem-solving strategy, (iii) teachers' familiarity with a particular problem-solving strategy and a mathematical topic to which the problem belongs. Findings were related to teachers' developing thinking in solving problems and using them with their students. The activity examined in this paper may serve as a model for professional development of mathematic teachers and be useful for different professional development programs. 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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马晓丹 《天津市教科院学报》2021,(1):75-82
在过去的70年里,问题解决一直是我国数学教育领域的研究热点,其成果不仅影响着学生高层次思维的发展,还促进了积极的学习态度。基于问题解决的数学教育研究历程可分为三个阶段:初兴阶段、发展阶段和深化阶段。问题解决在不同阶段的名称反映了不同时期的价值追求。认知结构研究的抽象化、过程模型研究的多元化、策略研究的高度概括以及元认知研究的外显是数学问题解决研究的趋势。展望未来,关注同一情境中的不同结构、同一结构在不同情境间的迁移,为知识、技能向问题解决能力的转化匹配学习条件,加强数学问题解决的表现性评价研究是今后的研究方向。 相似文献
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植物保护专业实验及实践教学质量监控体系的研究 总被引：1，自引：0，他引：1
实验实践教学是整个教学过程中理论联系实际、培养学生动手能力、观察解决问题能力及创新能力培养的重要环节。其质量的好坏直接影响人才的培养质量。结合东北农业大学农学院植保专业实验实践教学改革的实际,对植物保护专业实验及实践教学质量监控体系的研究与实践进行了探讨,以期不断提高实验及实践教学质量与水平。 相似文献
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Communication patterns in computer mediated versus face-to-face group problem solving 总被引：3，自引：0，他引：3
David H. Jonassen Hyug Kwon II 《Educational technology research and development : ETR & D》2001,49(1):35-51
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer
role expectations, while face-to-face communications are more cohesive and personal. None of this research has examined those
patterns of interactions in terms of the problem solving activities engaged. In this study, we compared the perceptions of
participants, the nature of the comments made, and the patterns of communication in face-to-face and computer-mediated groups
in terms of problem-solving activities while solving well-structured and ill-structured problems. The quantity of messages
in the computer conference was smaller but more task related than in the face-to-face conversations because participants reflected
more on ideas and perspectives in reaching their decisions. A cluster analysis of communication patterns showed that computer-mediated
group decisions more closely resembled the general problem-solving process of problem definition, orientation, and solution
development as group interaction progressed, while the face-to-face group interactions tended to follow a linear sequence
of interactions. Participants who solved problems through computer conferencing were more satisfied with the process and believed
that there was a greater quality in the problem-solving process. 相似文献