【作者】 赵燕燕；

【导师】 高丹阳；

【作者基本信息】 河北大学 ， 教育技术学， 2019， 硕士

【摘要】 随着科学技术的发展,社会的方方面面发生了迅猛变化,新时代背景下对人才的要求逐渐提高,学校教育也逐渐重视学生高阶能力的培养,尤其是创造力与问题解决能力,已经成为学校教育的重要目标。小学科学是一门以探究为主的学科,2017年教育部印发《义务教育小学科学课程标准》,对小学科学课程进行了新的规划,增加了技术与工程领域的教学内容。因此,面对新内容如何开展有效教学,提高科学教学探究性,培养符合新时代要求的高素质人才,是一线教师面临的亟待解决的问题,也是国内学者研究的重点内容。设计型学习是一种新兴起的探究式教学模式,凭借在创新能力与问题解决能力等高阶能力培养方面的优势,近年来受到国内外学者的关注,但是针对我国科学教学现状进行设计型学习研究的却少有。因此笔者尝试结合我国小学科学教学现状,发挥设计型学习的优势,将设计型学习在小学科学课教学中进行本土化实践应用,以期提高教学探究性,促进学生问题解决能力和创造力培养,丰富关于设计型学习和小学科学的教学理论,为科学课新课标实施教改提供可参考的案例。为充分了解小学科学教学现状,笔者设计了调查问卷,对保定市三所不同层次的小学开展科学教学现状调查。分析调查数据发现小学生对科学课有着浓厚的兴趣,尤其是对动手做的活动表现出较高热情,但是在实际教学中存在教师多采用按操作步骤授课的方法教学,学生动手机会少、主动性与创造性发挥不足的问题。接下来,笔者分析了技术与工程内容的特点及其与设计型学习的适切性,保证设计型学习在小学科学教学中具有可行性。在遵循小学科学课程标准的前提下,在考虑学生身心发展特点、模型实用性以及与环境、内容的适用性的构建理念下,通过分析现有设计型学习模型的优势与不足,结合前期实践调查结果及“从做中学”、建造主义学习理论等理论基础,构建出设计型学习模型。该模型包含发布任务、分析问题、形成方案、实践与指导、分享与评价五大主要环节,为满足教学探究性及技术与工程领域内容的特点,还设立了问题支架和修订两个辅助环节。之后为验证所构建的设计型学习模型有效性,笔者选取某小学六年级两个平行班进行教学实验。在进行一段时间教学之后,通过问卷测量、试题测试及学生访谈验证设计型学习模型的教学成果,结果发现设计型学习模型在学生创造力与问题解决能力培养方面具有一定成效。更多还原

【Abstract】 With the development of science and technology,rapid changes have taken place in all aspects of society.In the new era,the demand for talents has gradually increased.School education has gradually attached importance to the cultivation of students’ advanced abilities,especially creativity and problem-solving ability,which has become an important goal of school education.Primary school science is a subject mainly based on inquiry.In 2017,the Ministry of Education issued the Standards for Science Curriculum in Compulsory Education Primary School,which has made a new plan for science curriculum in primary school and added teaching contents in the field of technology and engineering.Therefore,facing the new content,how to carry out effective teaching,improve the inquiry of scientific teaching,and cultivate high-quality talents in line with the requirements of the new era is an urgent problem faced by front-line teachers,and also the key content of domestic scholars’ research.Design-based learning is a new inquiry-based teaching mode,which has attracted the attention of scholars at home and abroad in recent years by virtue of its advantages in cultivating higher-level abilities such as innovative ability and problem-solving ability.However,there are few studies on design-based learning in view of the current situation of science teaching in China.Therefore,the author tries to combine the current situation of science teaching in primary schools in our country,give full play to the advantages of design-based learning,and apply design-based learning in local practice in primary science teaching,so as to improve the inquiry of teaching,promote the cultivation of students’ problem-solving ability and creativity,enrich the teaching theory of design-based learning and primary science,and provide reference case for the implementation of the new curriculum standard of science teaching reform.In order to fully understand the current situation of science teaching in primary schools,the author designed a questionnaire to investigate the current situation of science teaching in three different levels of primary schools in Baoding City.Analysis of the survey data showsthat primary school students have a strong interest in science lessons,especially in hands-on activities,showing a high enthusiasm,but in actual teaching,teachers often use the method of teaching by operating steps,students have fewer opportunities to do it,lack of initiative and creativity.Next,the author analyses the characteristics of technology and engineering content and its relevance to design-based learning,so as to ensure the feasibility of design-based learning in elementary science teaching.On the premise of following the primary school science curriculum standard,considering the characteristics of students’ physical and mental development,the practicability of the model and the applicability of the model to the environment and content,this paper constructs a design-based learning model by analyzing the advantages and disadvantages of the existing design-based learning models,combining with the previous practice survey results and the theoretical basis of "learning by doing" and constructivism learning theory.The model includes five main links: publishing tasks,analyzing problems,forming schemes,practice and guidance,sharing and evaluation.In order to meet the characteristics of teaching inquiry and content in the field of technology and engineering,two auxiliary links,problem bracket and revision,are also set up.After that,in order to verify the validity of the designed model,the author selected two parallel classes in the sixth grade of a primary school for teaching experiment.After a period of teaching,the teaching results of the design-based learning model were validated by questionnaires,test questions and student interviews.The results show that the design-based learning model has certain effects on the cultivation of students’ creativity and problem-solving ability.更多还原