【摘要】：教育“邂逅”技術(shù)為教育方式的變革帶來了全新的發(fā)展契機,信息技術(shù)與課程深度整合的浪潮正在重塑著教育教學(xué)的發(fā)展路徑。在國家教育部倡導(dǎo)的智慧校園建設(shè)中,強調(diào)要借助信息技術(shù)支撐學(xué)生有效的學(xué)習(xí),提高其高階思維能力,而高階思維能力的核心就是創(chuàng)造性問題解決能力。創(chuàng)造性問題解決(Creative Problem Solving,簡稱CPS)模型是一種針對學(xué)生創(chuàng)造力薄弱的現(xiàn)象,而提出的一種系統(tǒng)的探討問題解決的方法。模型的關(guān)鍵作用在于引導(dǎo)學(xué)生在發(fā)散性思維和聚斂性思維相互影響下,進行創(chuàng)造性問題解決的學(xué)習(xí)行為。實驗證明學(xué)生的創(chuàng)造力是可以在日常教學(xué)訓(xùn)練中得到提升,而CPS模型就是一種行之有效的訓(xùn)練方法。學(xué)生在教育中被賦予創(chuàng)新的使命,如何輔助教師在教學(xué)中提升學(xué)生的創(chuàng)造性問題解決能力,塑造一種創(chuàng)新人才培養(yǎng)模式是教育亟待解決的問題�！胺D(zhuǎn)課堂”是近幾年教育改革的研究熱點,它顛倒了傳統(tǒng)的教學(xué)模式,將知識學(xué)習(xí)的決定權(quán)從教師轉(zhuǎn)移給了學(xué)生,有效的提升了學(xué)習(xí)效率,促進了學(xué)生的個性化學(xué)習(xí)。如果將CPS模型融合到翻轉(zhuǎn)課堂的教學(xué)模式中,對于培養(yǎng)學(xué)生的創(chuàng)造性問題解決能力是一種新的嘗試。鑒于此,本文展開了基于CPS模型的翻轉(zhuǎn)課堂教學(xué)模式的設(shè)計與應(yīng)用研究。首先在研究了國內(nèi)外相關(guān)文獻的基礎(chǔ)上,發(fā)現(xiàn)還未提出將CPS模型與翻轉(zhuǎn)課堂相結(jié)合的教學(xué)研究,因此本文從一個全新的視角去設(shè)計出一種提升學(xué)生創(chuàng)造性問題解決能力的教學(xué)模式。筆者先對CPS模型與翻轉(zhuǎn)課堂的相關(guān)文獻進行研究,為本文奠定一定的理論基礎(chǔ)。然后綜合兩者的優(yōu)勢在理論研究的基礎(chǔ)上,設(shè)計出基于CPS模型的翻轉(zhuǎn)課堂教學(xué)模式,將教學(xué)流程劃分為四個環(huán)節(jié):學(xué)習(xí)資源開發(fā)、課前知識傳遞、課堂交流評價以及課后總結(jié)拓展。學(xué)生基于創(chuàng)造性的引導(dǎo)問題發(fā)散思維,思考出盡可能多樣化的問題解決方案。最后對基于CPS模型的翻轉(zhuǎn)課堂教學(xué)模式進行教學(xué)實驗研究,依據(jù)創(chuàng)造性問題解決能力評價量表對學(xué)生進行測評,通過對照組和實驗組兩組學(xué)生的對比教學(xué)研究得出結(jié)論。結(jié)果顯示,該教學(xué)模式能有效提升學(xué)生創(chuàng)造性問題解決能力,尤其在“發(fā)現(xiàn)問題”和“創(chuàng)意構(gòu)思”兩個方面尤為突出。同時,該教學(xué)模式也得到了學(xué)生和教師的滿意認可,期待本研究能為未來翻轉(zhuǎn)課堂的發(fā)展提供一個新的視角,促進高等教育的教學(xué)變革。
[Abstract]:The technology of "encounter" in education has brought a new development opportunity for the reform of educational mode. The tide of the deep integration of information technology and curriculum is reshaping the development path of education and teaching. In the construction of intelligent campus advocated by the Ministry of Education, it is emphasized to support students' effective learning and improve their higher thinking ability by means of information technology, and the core of higher thinking ability is the ability of creative problem-solving. Creative problem-solving (Creative Problem Solving,) model is a systematic approach to the problem solving, which aims at the weakness of students' creativity. The key role of the model is to guide students' learning behavior of creative problem-solving under the mutual influence of divergent thinking and convergent thinking. The experiment proves that students' creativity can be improved in daily teaching and training, and CPS model is an effective training method. Students are given the mission of innovation in education, how to assist teachers in teaching to improve students' creative problem-solving ability, and to shape an innovative talent training model is an urgent problem to be solved in education. "flipping classroom" is the research hotspot of educational reform in recent years. It reverses the traditional teaching mode, transfers the decision of knowledge learning from the teacher to the students, effectively improves the learning efficiency and promotes the individualized learning of the students. If the CPS model is integrated into the teaching mode of flipping classroom, it is a new attempt to cultivate students' creative problem-solving ability. In view of this, this paper develops the design and application of flipping classroom teaching model based on CPS model. First of all, on the basis of studying the relevant literature at home and abroad, it is found that the teaching research that combines CPS model with flip classroom has not been put forward. Therefore, this paper designs a teaching model to improve students' creative problem solving ability from a new perspective. The author first studies the CPS model and the related literature of the flipping classroom, which lays a certain theoretical foundation for this paper. Then, on the basis of theoretical research, this paper designs a flipping classroom teaching model based on CPS model, and divides the teaching process into four links: development of learning resources, transfer of knowledge before class. Classroom communication evaluation and after-class summary and expansion. Students based on creative guidance problem divergent thinking, thinking out as diverse as possible problem solutions. Finally, this paper makes an experimental study on the flipping classroom teaching model based on CPS model, and evaluates the students according to the evaluation scale of creative problem-solving ability, and draws a conclusion through the comparative teaching research of the two groups of students in the control group and the experimental group. The results show that this teaching model can effectively improve students' creative problem-solving ability, especially in the two aspects of "problem finding" and "creative conception". At the same time, the teaching model has also been accepted by students and teachers. It is expected that this study can provide a new perspective for the development of overturned classroom in the future and promote the teaching reform of higher education.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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