项目教学情境下中职生学习行为研究

发布时间：2018-04-12 10:23

本文选题：项日教学情境 + 中职生　；参考：《华东师范大学》2012年硕士论文

【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。
[Abstract]:The project curriculum development so far, has formed a comparatively perfect curriculum theory, formed in Jiangsu and Zhejiang and national curriculum development broad market. But the project curriculum implementation is to achieve its desired effect, which can be summed up the successful experience in practice, and the need to avoid problems. These problems must be from the micro curriculum implementation, learning behavior the most important start to get real answers. The macro level of learning theory, but focus on Project Teaching in the context of learning theory is very scarce, from the classroom to study. The principle of layer learning behavior also plays an important role in the implementation of the project teaching. Learning behavior is the most intuitive learning effect the real performance how to improve the teaching design for teachers in secondary vocational schools through the study of learning behavior. These issues constitute the starting point of learning behavior. And the project of teaching situation in schools There are the following aspects in the study of practice behavior.
Firstly, the theoretical level to clarify the premise of learning behavior research. The establishment of any object of study is the logical starting point of the research, based on this on the basis of the "input ability view" and "output ability view" of the theoretical basis, realistic basis and situational characteristics of project teaching from observed technology foundation analysis, established in cooperative behavior, behavior, thinking behavior, behavior, discipline and Silence Behavior of six kinds of behavior. The behavior and result of oneness, authenticity and include all information of the results reflect the characteristics embodied in six kinds of learning behavior as the effect of real learning characterized. Project teaching situation, occupation and the characteristics of practice as the logical starting point of research on learning behavior.
The reality of the influence of learning behavior in the context of the project teaching. Classroom observation as main research methods, through classroom observation and teacher interviews a lot, examines the state project teaching situation of learning behavior. The overall project teaching in the context of participation behavior, cooperative behavior, thinking and behavior in the frequency of occurrence, occurrence time and degree of occurrence and other aspects have more positive performance, at the same time, violations and silence behavior appear less. This positive performance there are many variables left and right, but in practice is one of the important variables affecting learning behavior, it is also a positive nature of learning behavior.
Again nature of the generating principle of participatory inquiry practice. From the combined effects of internal and external conditions of participatory practice, external conditions include the material conditions, such as pictures, slides, simulation equipment, form and material conditions can stimulate the non material conditions, form the following three effects: to enable students to enter the activities of the task driven effect, try to let students continue to participate in the task of keeping effect, try to help eliminate effect of difficult task. The guidance to participate in the internal conditions of the individual interested in the content, the activity is expected to touch experience. Participatory practice takes place in the internal and external conditions under the comprehensive action, by notice, expected the organic process, experience blending and other aspects of the new composition to the attention.
The final practice puts forward relevant suggestions of project teaching design. Theoretical research so as to serve the practice. According to the principle of participatory practice, analyzes the general learning process and learning process according to the design of the teaching process, put forward the general strategies and methods of project teaching design. We also realize "teaching and learning" to "by learning and teaching" paradigm. In the teaching design, the design of teaching objectives, teaching design monitoring, puts forward the design principles and Strategies of teaching evaluation design. Of course in some attempt on the project teaching situation of learning behavior, but these attempts are preliminary, especially on the teaching design of behavior there is a further deepening and improvement of the space based.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G712

【参考文献】