课程整合的主题学习模式

【作者】 李顺；

【导师】 祝智庭；

【作者基本信息】 南京师范大学 ， 教育技术， 2004， 硕士

【摘要】 传统的分科教学，知识分化、教学与社会相脱离、学习与学生兴趣相背，学习效果不理想。主题学习主张以主题的方式整合课程和学习，优化学习效果，加深理解，促进迁移。 主题学习，即围绕着学生感兴趣的一些宽泛的学科、社会或生活主题，将技术以工具的形式纳入学习过程，让学习者通过资料的搜集整理、问题解决、主动探究等实现对主题的深入理解，实现学科知识的整合、学习与社会的整合、学习与学生自身的整合，培养学生的高级思维能力、问题解决能力，促进学习的迁移。 笔者分三个章节对课程整合的主题学习模式进行了阐述。 第一章在文献调研的基础上综述了国内外课程整合的研究现状，并以此为基础提出了本论文的研究课题，以主题的方式整合课程和学习，即课程整合的主题学习模式。 第二章、第三章是本论文的核心部分，体现了作者的主要研究成果。 第二章对主题学习的内涵进行了明确的界定，详细阐述了主题学习的种种益处、主题学习的理论基础，信息技术在主题学习中的作用，并对主题学习与传统的分科学习进行了比较。 第三章作者在对国内外众多有关主题单元设计的理论文献和实践案例进行调研的基础上，结合祝智庭教授提出的主题化、问题化的教学设计思想，以深圳西乡中心小学作为实践基地，提出了主题单元设计的九要素以及主题单元的设计框架。根据主题来源不同、涵盖面不同以及学习跨度不同，作者又将主题学习分为单学科主题学习、多学科主题学习和跨学科主题学习三类，并对三类不同形式的主题学习进行了分别比较，提出了非常详细的设计和实施建议，最后以实际案例作为指导。更多还原

【Abstract】 The traditional discipline-based teaching with its fragmentation of knowledge, separation of teaching from society, and overlooking students’ interest, does not produce satisfactory effects. However, thematic learning which integrates curricula and learning around "themes" can optimize learning effects, promote understanding and transfer.Thematic learning is the organization of curricula and learning around macro disciplinary, social or life "themes" that students are interested in, technology as tools is embedded in learning process. In thematic learning, students will understand the themes thoroughly with information collecting and dealing, problem solving and questing initiatively. Thematic learning can not only integrate contents, but also integrate learning and the world, integrate learning and students as well. Thematic learning can cultivate higher-order thinking ability, problem solving ability, and promote transfer.The paper consists of three chapters.In the first chapter, the author introduces the research status of curriculum integration at the basis of literature investigation, puts forward the topic of the paper-thematic learning.In the second chapter, the author defines the concept of thematic learning, introduces in detail the benefits of thematic learning, the theoretical foundation of thematic learning, the function of IT in supporting thematic learning, and compares thematic learning to discipline-based learning.In the third chapter, based upon theories and cases found from literature studies around thematic units design, and taking advantage of ideas about problem-based design of learning units put by professor Zhu, and combining personal practices in Xixiang Central Elementary School of Shenzhen City, the author abstracts 9 elements of thematic learning and suggests a frame work for designing thematic units. In terms of different origin of themes, ranges and span of learning, the author suggests a scheme for classifing thematic learning, which generates three categories of models: intradisciplinary thematic learning, multidisciplinary thematic learning and interdisciplinary thematic learning. In the chapter, the author compares three sorts of thematic learning, describes detailed design and actualization advice, and provides practical cases.更多还原