面向真实性学习的问题设计与模型开发

发布时间：2018-05-07 18:05

本文选题：真实性学习 + 问题设计　；参考：《中国电化教育》2017年09期

【摘要】：真实性学习是当今学习科学领域的重要研究课题。真实性学习以真实世界的问题解决为载体,多元化实践共同体的参与以及领域内工具与符号的应用等为特征,引导学习者在解决实践领域内问题的过程中获得相关知识。学校学习脱离真实世界已被抨击多年,然而却因真实性问题设计理论的缺失以及实践领域若干问题的桎梏仍然困扰着当今的教学。为尝试推动该问题的解决,该研究以活动理论为基础,提出真实性问题设计的模型可包含三个层面的分析与设计,即知识层面设计、活动系统分析以及相关要素考量,通过分析知识产生与应用的活动要素及其关系,尝试回复真实世界问题境脉的复杂性。其中,对活动系统的分析包括活动目标、活动要素、活动子系统和活动结构四个层面,并将境脉、动态性等因素渗透其中。最后,该研究以垃圾分类为主题进行了问题设计案例的剖析。
[Abstract]:Authentic learning is an important research topic in the field of learning science. Authentic learning is characterized by real world problem-solving, the participation of diverse communities of practice and the application of tools and symbols in the field, which leads learners to acquire relevant knowledge in the process of solving practical problems. School learning from the real world has been criticized for many years, but because of the lack of authenticity design theory and the shackles of a number of practical problems still puzzles the current teaching. In order to promote the solution of this problem, based on the theory of activity, this study proposes that the model of authenticity problem design can include three levels of analysis and design, namely, knowledge level design, activity system analysis and relevant factor consideration. By analyzing the activity elements and their relations between knowledge generation and application, this paper attempts to restore the complexity of real world problem context. Among them, the analysis of activity system includes four levels: activity goal, activity elements, activity subsystem and activity structure. Finally, the problem design case is analyzed on the topic of garbage classification.
【作者单位】：华东师范大学国际教师教育中心;
【分类号】：G434

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