网络环境下基于问题学习（PBL）的教学设计方法的试验研究

【作者】 高瑞利；

【导师】 谢幼如；

【作者基本信息】 华南师范大学 ， 教育技术学， 2004， 硕士

【摘要】 2001年教育部文件《基础教育课程改革纲要(试行)》在课程改革目标的第二点提出基础教育课程改革的具体目标之一就是要“培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。”基于问题的学习(Problem-Based Learning，以下简称PBL)，作为一种教学策略，其特点是以“解决问题”为中心，目标是让学生在问题解决的过程中培养学生知识获取、解决问题和自主协作等方面的能力。因此，PBL的特点和目标，不仅符合基础教育课程改革目标，而且与目前我国中小学提倡的合作(协作)学习、研究性学习、综合性学习等多种学习方式相一致。随着网络在教学中的广泛运用和研究，在线PBL的研究开始成了人们关注的焦点，在网络环境下PBL的教学设计成为目前人们关注和研究的热点。本研究主要探讨网络环境下PBL教学设计的主要内容和操作方法，在理论分析的基础上，通过行动研究开展教学试验以检验、修正和完善该操作方法的有效性。 本研究分为四个阶段进行：文献调研、理论研究、试验研究和评价分析。本论文通过总结PBL的特点、要素，比较分析了传统PBL与网络环境下PBL的异同，综述了网络环境下PBL教学设计方法的理论依据。在此基础上，作者提出了网络环境下PBL教学设计内容应该包括学习环境设计、学习活动设计和学习评价三方面。由于时间关系，本人只研究前两者。学习环境的设计以问题设计为核心，内容还包括学习目标的设计、学习资源的设计、问题解决工具的设计与支架指导策略等的设计。学习活动的设计主要包括问题情境的提出、问题的分析、问题的解决以及问题解决方案的提交和评价。基于学习环境和学习活动设计的内容和方法，作者开发了一个PBL支持环境，该网站体现了网络环境下PBL的特点，能够实现PBL所要求的基本功能。在理论研究的基础上，以广州市恒福中学、广州市芳村区金道中学、佛山市南海一中为试验基地，选取高中地理和初中物理部分内容，以专题形式，采用行动研究方法，对理论阶段提出的PBL教学设计方法进行了检验、修改和完善。论文最后对研究过程中收集的各种资料、数据进行整理和分析，提取了本研究的结论和未来研究的发展方向。 从研究结论我们可以看出，教师对所提出的网络环境下PBL教学设计方法的科学性、操作性、有效性都持肯定态度，学生对网络环境下的PBL充满了兴趣和积极性。数据分析表明，通过教学试验，学生在对问题的鉴别、探究和解决能力都有明显提高，学生在协作学习、资源利用和自主学习方面的技巧、能动性都有不同程度的改善。更多还原

【Abstract】 One of goals of elementary educational reform was "cultivate students ability of collection and disposal information , the ability of obtain new knowledge^ the ability of analyses and resolve problem and the ability of communication and collaborate" in 《Element education course reform program(try stage)》 (2001 documents of ministry of education). Problem-Based Learning (PBL) is such a method that uses problem-solving skills and helps students acquire necessary knowledge and critical thinking skills to solve actual problems. The characteristic and objective of PBL are according with goals of elementary educational reform and learning means which were advocated as Collaborate Learning, Inquisitive Learning and so on. Nowadays, Web-Based PBL become the hotspot and core in the view of researcher. This study discussed mainly the core content and method of PBL instructional design in web environment, and verify, modify, perfect its validity by action research and experimentation.This study is separate into four phases: literature research theory study, experiment research and evaluation. This paper analysis the similarities and differences compared with Web-Based PBL and traditional PBL, and pointed out new ideas in Web-Based PBL. Summarizing the foundation of theory, We put forward the content of Web-Based PBL instructional design should comprise the main two parts: Design of Learning Environment, Design of Learning Activity. The core of Design of Learning Environment is design of problem, including the design of learning objective, learning resource, tools for resolving problem, coach strategy, scaffold strategy. The design of Design of Learning Activity are consisted of putting forward problem context, anglicizing problem, resolving problem and submit , evaluation of scheme to resolve problem. For the sake of the experimentation we designed and created the web-site for PBL, which incarnated the characteristic and require of Web-Based To verified, modified, perfected its validity by action research and experimentation. We selected three school : HengFu Middle school, FangCun JinDao Middle school in Guangzhou and First Middie school of NanHai in FoShan as experience base, and selected the geography of senior high school and the physics of junior highschool as content. In the end of paper ,we settled and analysis the data, pointed out the conclusions of the study flaw and suggestion.From the conclusion of the study we can see: teachers approved of the method of Web-Based PBL instructional design; students are filled with interesting and active in the learning process. The ability of analysis , explore, resolve the problem are improved clearly, The skills and initiative of using resource collaboration learning self-guided learning also are meliorated.更多还原