【作者】 刘磊；

【导师】 徐国庆；

【作者基本信息】 华东师范大学 ， 职业技术教育学， 2012， 硕士

【摘要】 项目课程开发至今,已经形成了较为完善的课程理论,在江浙乃至全国形成了广阔的课程开发市场。但项目课程实施是否实现了其预期效果,实践中有哪些可总结的成功经验,以及需要规避哪些问题。这些问题必须从课程实施最微观,最重要的学习行为入手才能获取真实的答案。宏观层面的学习理论很多,但聚焦于项目教学情境下的学习理论还很匮乏,如何从课堂层而研究学习行为的发生原理对项目教学实施也具有重要作用。学习行为是学习效果最直观最真实的表现,如何通过学习行为的研究改进中职学校教师的教学设计。这些问题构成了学习行为研究的起点。而项目教学情境中学习行为的研究主要有以下方面。首先理论层面上理清了学习行为研究的前提。任何课题研究对象的确立是课题研究的逻辑起点,基于此依据“输入的能力观”和“输出的能力观”的理论基础、项目教学情境特征的现实基础以及从观察到分析的技术基础,确立了参与行为、合作行为、沉思行为、操作行为、违纪行为和沉默行为等六种行为。行为与结果的合一性,体现结果的真实性和囊括信息的全面性等特性体现出六种学习行为作为实施效果真实表征。项目教学情境的学习性、职业性和实践性特征作为研究学习行为的逻辑起点存在。其次现实层面上考察了项目教学情境中的学习行为。把课堂观察法作为主要研究方法,通过大量的课堂观察和教师访谈,考察了项目教学情境下学习行为发生的实然状态。总体上项目教学情境中的参与行为、合作行为、沉思行为和操作行为在发生的频率、发生的时间以及发生的程度等方面都有更加积极的表现,与此同时,违纪行为和沉默行为出现较少。这种积极表现的背后有许多变量左右,但参与式实践是影响学习行为发生的重要变量之一,也是正面学习行为发生的本质。再次本质层面探究了参与式实践的发生原理。参与式实践的发生源自内外条件的综合作用,外部条件主要有物质性条件,如图片、幻灯片、模拟设备等,以及物质条件能否激发非物质条件的形成,主要形成以下三种效应：设法让学生亲身进入活动的任务驱动效应,设法让学生持续参与任务的注意保持效应,设法排除参与任务中困难的指导帮助效应。内部条件是个体对内容感兴趣,对活动有预期,对体验有触动。参与式实践发生是在内外条件综合作用下,由注意、预期、经验交融到新的注意等方面组成的有机过程。最后实践层面提出了项目教学设计的相关建议。理论的探究最终是为了服务实践。依据参与式实践的发生原理,分析了学习的一般过程,根据学习过程设计教学过程,提出项目教学设计的一般策略和方法。同时也实现“由教而学”到“由学而教”范式的转变。在具体教学设计上,对教学目标设计、教学监控设计、教学评价设计等方面提出了设计原则和策略。当然对项目教学情境下学习行为进行一些尝试,但这些尝试是初步的,特别是基于学习行为的教学设计研究还有进一步深化和完善的空问。更多还原

【Abstract】 Since Project Curriculum development, It has formed a relatively completed curriculum theory, a broad curriculum development market has been formed in Jiangsu and Zhejiang as well as all country. However, whether implementation of project curriculum achieved expected results, what can be summed up the successful experience in practice, and what issues need to avoid. These issues must be from learning behaviors, which is the most microscopic and important of curriculum implementation. Many macro-level learning theory, but focus on the project teaching context is still lack of learning theory. It is an important role in teaching how to conduct the principle of learning behavior from the classroom level. Learning behavior is the most intuitive and authentic learning performance. How to conduct research learning behavior is to improve the instructional design of vocational school teachers. These issues constitute the starting point for learning behavior. The study of learning behavior in the project teaching situation is as follows.Firstly, we clarified the premise of learning behavior in theory. The establishment of object is the logical starting point for any research. So we established involved behavior, cooperative behavior, thought behavior, operational behavior, delinquent behavior and silence behavior based on the theoretical basis of "the ability to view input" and output "of the ability to view", the real features of project teaching situation, and basic technical foundation of from observation to analysis". It is a true representation that the unity of behavior and the results, authenticity of reflecting the results and comprehensiveness of information including features reflected the six kinds of learning behavior as the results. Feature of study, professional and practical of project teaching situation is the logical starting point of learning behavior of research.Secondly, we examined the learning behavior of project teaching situation on the real level. The classroom observation as the primary research methods, we investigated the real natural state of learn the behavior in the project teaching situation through a large number of classroom observations and teacher interviews. In project teaching situation, participation behavior, cooperative behavior, thought behavior and operational behavior are more positive aspects than others’in the frequency, time and place of occurrence in the whole. At the same time, delinquent behavior, and silent behavior are less. So much positive performance because of many variables, but the participatory practice is one important variable impacting occurrence of learning behavior, that is also the nature of occurrence of positive learning behavior.Again, we explored the principle of participatory practice on the nature Level. Occurrence of participatory practice originated from combined effect of internal and external conditions. External conditions mainly included material conditions, such as pictures, slides, and other analog devices, which can stimulate the formation of non-material conditions, mainly three effects:task-driven effects of trying to get students into the activities, effect of keeping students trying to get involved in the task and effect of trying to exclude from the difficult of participation in the task for help and guidance. Internal conditions mainly included individual interested in the content of the activities, the expectations for activities and touched for experience. Under the combined effects of internal and external conditions, participatory practice is an organic process, by the attention, expectations, composition of experience to a new attention for activities.Finally, we brought up the project instructional design recommendations on the level of practice. Explore the theory is to serve the practice finally. We did the general analysis of the learning process based on the principle of participatory practice. The general strategies and methods of project instructional design were made according to the design process of teaching learning process. Paradigm shift from "the teaching and learning" to "the learning and teaching" was achieved. In the specific instructional design, Principles and strategies of the design of teaching objectives, teaching control and teaching evaluation design were brought up. Of course, we made a number of attempts to learning behavior in the project teaching context, but these attempts are preliminary. In particular, the research of instructional design based on the learning behavior was as well to further deepen and had the space to improve.更多还原