本文選題：教學(xué)設(shè)計(jì) + 建構(gòu)主義　； 參考：《北京工業(yè)大學(xué)》2012年碩士論文

【摘要】：維特根斯坦在《札記》里寫道：“洞見或透識隱藏于深處的棘手問題是艱難的，因?yàn)槿绻皇前盐者@一棘手問題的表層，它就會維持原狀，仍然得不到解決。因此，必須把它‘連根拔起’，使它徹底地暴露出來；這就要求我們開始以一種新的方式來思考�！痹趯ΜF(xiàn)今大學(xué)實(shí)驗(yàn)課程教學(xué)活動進(jìn)行關(guān)注和理解的時(shí)候，腦海中不斷涌現(xiàn)出對于傳統(tǒng)實(shí)驗(yàn)教學(xué)的困惑。我們也試圖尋求一種嶄新的方式，能夠改進(jìn)大學(xué)實(shí)驗(yàn)課程教學(xué)中出現(xiàn)的種種問題 大學(xué)實(shí)驗(yàn)課程的教學(xué)設(shè)計(jì)是運(yùn)用系統(tǒng)方法確定實(shí)驗(yàn)教學(xué)的目標(biāo)，規(guī)劃并建立實(shí)驗(yàn)教學(xué)的策略方案以及評價(jià)實(shí)驗(yàn)教學(xué)設(shè)計(jì)效果的過程，它對大學(xué)實(shí)驗(yàn)課程教學(xué)效果的提高有著重要的基礎(chǔ)性作用。而建構(gòu)主義的核心概念在于“意義的建構(gòu)”，建構(gòu)主義將學(xué)習(xí)者看作意義的主動建構(gòu)者，學(xué)習(xí)者以已有的經(jīng)驗(yàn)為基礎(chǔ)，通過與外界的相互作用來構(gòu)建對知識新的理解。本文探討的是建構(gòu)主義理論指導(dǎo)下大學(xué)實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)的相關(guān)理論和應(yīng)用研究，旨在通過將建構(gòu)主義理論和教學(xué)設(shè)計(jì)理論相融合，進(jìn)而提高大學(xué)實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)的有效性。 本研究，首先綜合梳理了大學(xué)實(shí)驗(yàn)課程教學(xué)，特別是課程教學(xué)設(shè)計(jì)的相關(guān)文獻(xiàn)和著作，分析進(jìn)行大學(xué)實(shí)驗(yàn)教學(xué)設(shè)計(jì)相關(guān)研究的必要性和重要意義，擬定了理論與實(shí)踐相結(jié)合的研究方法和以建構(gòu)主義為理論指導(dǎo)的研究思路；其次對建構(gòu)主義理論和大學(xué)實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)的相關(guān)概念進(jìn)行層層剖析，挖掘建構(gòu)主義理論與教學(xué)設(shè)計(jì)的契合點(diǎn)；再次以建構(gòu)主義理論為視角，提出大學(xué)實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)的原則，并總結(jié)設(shè)計(jì)了針對大學(xué)一般實(shí)驗(yàn)的教學(xué)設(shè)計(jì)模式和表格；最后選取實(shí)驗(yàn)項(xiàng)目，實(shí)施實(shí)驗(yàn)教學(xué)，考核實(shí)驗(yàn)結(jié)果，，分析得出建構(gòu)主義對于大學(xué)實(shí)驗(yàn)課程的教學(xué)設(shè)計(jì)有著良好的效果，并對結(jié)論的推廣進(jìn)行了相關(guān)的分析和探討。 本文采用理論分析、問卷調(diào)查和實(shí)驗(yàn)研究相結(jié)合的研究方法，最后得出：良好的實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)有助于實(shí)驗(yàn)課程教學(xué)的開展，加以建構(gòu)主義理論為指導(dǎo)，不僅提高了大學(xué)實(shí)驗(yàn)課程教學(xué)設(shè)計(jì)的有效性，亦將提升大學(xué)實(shí)驗(yàn)課程教學(xué)活動的整體效果。
[Abstract]:In the Notes, Wittgenstein writes: "it is difficult to see or understand the thorny problem hidden in the depths, for if only the surface of this thorny problem is grasped, it will remain the same and remain unsolved." Therefore, it must be 'uprooted and thoroughly exposed; this requires us to start thinking in a new way.' With the attention and understanding of the current teaching activities of experimental courses in colleges and universities, the puzzlement of traditional experimental teaching is constantly emerging in our minds. We also try to find a new way to improve the problems in the teaching of college experimental courses. The design of college experimental courses is to use a systematic approach to determine the objectives of experimental teaching. The planning and establishment of experimental teaching strategies and the process of evaluating the effect of experimental teaching design play an important and fundamental role in improving the teaching effect of college experimental courses. The core concept of constructivism lies in the construction of meaning. Constructivism regards learners as active constructors of meaning, and learners construct a new understanding of knowledge through interaction with the outside world based on existing experience. Under the guidance of constructivism theory, this paper discusses the related theories and applications of the teaching design of college experimental courses, aiming at improving the effectiveness of the teaching design of university experimental courses by combining the constructivism theory with the instructional design theory. In this study, firstly, the author synthetically combs the relevant literature and works of the university experiment course teaching, especially the course teaching design, and analyzes the necessity and significance of the research on the university experiment teaching design. The research method of combining theory with practice and the research thought guided by constructivism are proposed. Secondly, the related concepts of constructivism theory and teaching design of university experiment course are analyzed layer by layer. Secondly, from the perspective of constructivism theory, the author puts forward the principles of teaching design of university experiment course, and summarizes and designs the teaching design model and form for the general experiment of university. Finally, the experiment items are selected, the experimental teaching is carried out, and the experimental results are examined. It is concluded that constructivism has a good effect on the teaching design of the university experiment course, and the extension of the conclusions is analyzed and discussed. In this paper, theoretical analysis, questionnaire survey and experimental research are combined. Finally, it is concluded that good experimental course teaching design is helpful to the development of experimental course teaching, guided by constructivism theory. It not only improves the effectiveness of the teaching design of college experimental courses, but also improves the overall effect of the teaching activities of university experimental courses.
【學(xué)位授予單位】：北京工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4

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