PBL对学生解决STEM复杂问题能力的研究

发布时间：2018-04-28 11:19

本文选题：PBL + 复杂问题解决　；参考：《上海师范大学》2017年硕士论文

【摘要】：STEM教育是近年来教育中的一个热点。它代表了国际上一种新的综合学科背景下的教育思潮,STEM教育倡导将各领域的知识通过综合课程结合起来,培养学生的创新能力和解决问题的能力。然而在发展STEM教育的道路上我们遇到了许多问题,例如缺乏对学生分析问题能力的培养,而提高学生分析问题,解决问题的能力既是STEM教育的核心价值,更是我们国家新的课程改革中期望达到的重要教学目标。本人在STEM教学实践过程中发现借助PBL的教学模式对STEM教学有促进作用,然而PBL的教学模式是不是也能提高学生对STEM复杂问题的解决能力尚未得到明确答案。因此本论文在此研究背景下,借助PBL的教学模式,研究学生对STEM复杂问题的解决能力,实现STEM教育的理想,培养学生对STEM复杂问题的解决能力。本研究选用上海某公司提供的教学机器人以及教材,以上海某中学的20名学生为实验对象,进行为期6周的项目教学实践。本研究包含两部分的研究内容,分别是:1.采用问卷调查的形式对传统教学模式的学生和PBL教学模式的学生展开复杂问题解决状态的调查研究;2.通过项目测试的成绩和完成项目的时间进行比较研究,揭示两组学生在复杂问题解决中思维特征的差异以及思维能力发展的变化趋势。全文共分为六个章节展开论述:第一部分:介绍本文的研究背景,阐述了本研究的问题和研究意义,并详细介绍本论文的研究思路、研究框架和本文的主要研究内容及所采用的研究方法。第二部分:分析STEM教育、PBL、复杂问题解决(CPS)等相关概念,对国内STEM教育的发展和意义进行了概述,并对STEM教育的复杂问题进行了界定,总结了适合STEM教育的PBL教学模式。第三部分:根据论文第二章专家对PBL教学模式的实践经验,设计了适合本论文的PBL教学设计,以《我们都是音乐家》为例,展示了本研究的PBL教学设计。并选择上海某中学,对该校初一年级的学生进行教学实践。第四部分:通过调查问卷,分析两组学生在解决STEM复杂问题过程中的思维状态差异,主要从学生解题的态度倾向、问题表征、思维策略、解答过程等方面对学生进行调查研究。第五部分:通过项目测试,根据学生的测试成绩比较分析两组学生对STEM复杂问题的解决能力,根据学生项目的完成时间来比较分析两组学生的思维敏捷性。第六部分:总结与展望,总结本研究的结论及研究过程中存在的问题,以及对后续研究进行展望。通过研究得出以下结论:针对初中学段的学校,开设的与教学机器人相关的STEM教学课程,借助PBL的教学模式授课,有助于提高学生发现问题、分析问题、解决问题的能力;通过两种授课模式的对比实验发现,在PBL的教学模式下培养的学生在思维敏捷性、逻辑推理能力、归纳能力等方面比普通的授课模式下培养的学生有显著优势。
[Abstract]:STEM education is a hot spot in education in recent years. It represents an international trend of thought in education under the background of a new comprehensive subject. STEM education advocates the integration of knowledge in various fields through comprehensive courses to cultivate students' ability to innovate and solve problems. However, on the way of developing STEM education, we have encountered many problems, such as the lack of training students' ability to analyze problems, and improving students' ability to analyze and solve problems is the core value of STEM education. Is our country's new curriculum reform expected to achieve an important teaching goal. In the course of teaching practice of STEM, I find that the teaching mode of PBL can promote the teaching of STEM. However, whether the teaching mode of PBL can also improve the students' ability to solve the complex problems of STEM has not been given a clear answer. Therefore, in this research background, with the help of PBL teaching mode, this paper studies the students' ability to solve the complex problems of STEM, realizes the ideal of STEM education, and cultivates the students' ability to solve the complex problems of STEM. In this study, 20 students from a middle school in Shanghai were selected as teaching robots and teaching materials provided by a company in Shanghai for 6 weeks of project teaching practice. This study consists of two parts: 1: 1. The investigation and research on the complex problem-solving state of the students in the traditional teaching mode and the PBL teaching mode are carried out in the form of questionnaire. Through a comparative study of the results of the project test and the time of completion of the project, this paper reveals the differences in the thinking characteristics of the two groups of students in complex problem-solving and the changing trend of the development of thinking ability. The full text is divided into six chapters: the first part: introduce the research background of this paper, explain the problems and significance of this study, and introduce the research ideas of this paper in detail. The research framework, the main research contents and the research methods adopted in this paper. In the second part, the author analyzes the related concepts such as STEM education and complex problem solving, summarizes the development and significance of STEM education in China, defines the complex problems of STEM education, and summarizes the PBL teaching mode suitable for STEM education. The third part: according to the expert's practical experience of PBL teaching mode in the second chapter of the thesis, the author designs the PBL teaching design suitable for this paper. Taking "We are all musicians" as an example, the author shows the PBL teaching design of this research. And choose a middle school in Shanghai, the first grade of the school for the teaching practice. The fourth part: through the questionnaire, analyzes the two groups of students in solving STEM complex problems in the process of thinking state differences, mainly from the students' attitude to solve the problem, problem representation, thinking strategies, solution process and other aspects of the investigation and research. The fifth part: through the project test, according to the student's test result, compares and analyzes the two groups of students' ability to solve the complex problem of STEM, according to the completion time of the student project, compares and analyzes the thinking agility of the two groups of students. The sixth part: summary and prospect, the conclusion of this study and the problems in the research process, as well as the prospect of follow-up research. Through the research, the following conclusions are drawn: the STEM teaching course related to teaching robot in junior middle school is helpful to improve the students' ability of finding, analyzing and solving problems with the help of the teaching mode of PBL; Through the comparative experiment of two teaching modes, it is found that the students trained in the PBL teaching mode have significant advantages in the aspects of thinking agility, logical reasoning ability, inductive ability and so on.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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