本文選題：設(shè)計思維 + 項目式學(xué)習(xí)��； 參考：《深圳大學(xué)》2017年碩士論文

【摘要】：全球信息化背景下,創(chuàng)客教育走進(jìn)學(xué)校。創(chuàng)客教育融合科學(xué)、數(shù)學(xué)、物理、化學(xué)、藝術(shù)等學(xué)科知識,培養(yǎng)學(xué)生的想象力、創(chuàng)造力、解決問題的能力等。3D打印所帶來的“創(chuàng)客式”教育模式集創(chuàng)新教育、體驗教育、項目式學(xué)習(xí)等思想為一體,學(xué)生不再是知識的被動接受者,而是身兼數(shù)學(xué)家、科學(xué)家、發(fā)明家等多重角色,有選擇的運用數(shù)學(xué)、物理、化學(xué)、甚至藝術(shù)等多學(xué)科的知識。在3D打印技術(shù)席卷全球的浪潮下,中國各地區(qū)中小學(xué)也開始將3D打印引入學(xué)校,引進(jìn)課堂。但目前各小學(xué)3D打印課程的開展還存在著一些問題,如面向創(chuàng)客教育的小學(xué)3D打印教材匱乏、3D打印師資隊伍難以滿足需求、3D打印課程的開展深度不足等。本研究結(jié)合小學(xué)生的認(rèn)知特點、以學(xué)生設(shè)計思維的培養(yǎng)為出發(fā)點,研究符合小學(xué)階段3D打印課程需求和契合設(shè)計思維培養(yǎng)的課程體系,進(jìn)而設(shè)計并開發(fā)一套完整的小學(xué)3D打印立體化教材。該立體化教材包含小學(xué)3D打印教材、微視頻教程、案例資源庫,以及3D打印專題網(wǎng)站。課程以項目化、模塊化的方式展開,引導(dǎo)學(xué)生以小組合作的方式進(jìn)行小組討論、頭腦風(fēng)暴,并結(jié)合思維導(dǎo)圖等工具,進(jìn)行創(chuàng)意作品的設(shè)計與創(chuàng)作,最后通過小組展示、比賽等方式鼓勵學(xué)生進(jìn)行作品輸出。該立體化教材將線上線下學(xué)習(xí)一體化,為學(xué)生提供個性化學(xué)習(xí)途徑,促進(jìn)學(xué)生動手操作能力、實踐創(chuàng)新能力、團(tuán)隊合作意識等綜合素質(zhì)的提升。該3D打印立體化教材經(jīng)過一年多的設(shè)計與編寫,也已經(jīng)初步完成,包括:《小小設(shè)計師——3D打印創(chuàng)新實踐教程》紙質(zhì)教材一套,包含三個章節(jié),十二個案例模塊,共計24540字;教材中所包含案例的微視頻教程及拓展學(xué)習(xí)微視頻教程;教材中所有案例模型及拓展資源模型源文件,每個模型包含三種文件格式,可供學(xué)生進(jìn)行修改、打印或直接打印;包含有在線課堂、學(xué)生作品展示、論壇等功能模塊的3D打印專題網(wǎng)站。在此基礎(chǔ)上,將該立體化教材投入到深圳市南山區(qū)海灣小學(xué)試用一學(xué)期。該立體化教材的實際應(yīng)用結(jié)果表明,該套教學(xué)模式能夠在一定程度上解決小學(xué)3D打印課程開展的需求,滿足教師教學(xué)和學(xué)生學(xué)習(xí)的實際需求,為小學(xué)開展3D打印課程提供了一種體系化深度學(xué)習(xí)模式。項目式學(xué)習(xí)、思維導(dǎo)圖、小組合作等的設(shè)計有效促進(jìn)學(xué)生團(tuán)隊合作意識的提升,設(shè)計思維的培養(yǎng),有助于學(xué)生綜合素質(zhì)的提升。但在調(diào)查過程中,也發(fā)現(xiàn)了一些問題,即混合年級的學(xué)生小組合作學(xué)習(xí)這種教學(xué)、學(xué)習(xí)模式將加大教師教學(xué)的難度,如何保證教學(xué)有序的進(jìn)行,需要進(jìn)行更多的思考。本研究在線上線下一體化和教學(xué)模塊設(shè)計方面仍然存在較大的改善空間,這將在后續(xù)研究中不斷完善。
[Abstract]:Under the background of global informatization, the education of creators comes into school. Creative education integrates the knowledge of science, mathematics, physics, chemistry, art and so on, and trains students' imagination, creativity, problem-solving ability and so on. The students are no longer passive receivers of knowledge, but they are also mathematicians, scientists, inventors, and so on. They choose to use the knowledge of mathematics, physics, chemistry, even art and so on. In the wave of 3D printing technology sweeping the world, primary and secondary schools in various regions of China began to introduce 3D printing into schools and classrooms. However, there are still some problems in the development of 3D printing curriculum in primary schools, such as the lack of 3D printing teaching materials for creative education and the shortage of 3D printing teachers. Based on the cognitive characteristics of primary school students and the cultivation of students' design thinking, this study studies the curriculum system that meets the needs of 3D printing curriculum and fits the training of design thinking in primary school. And then design and develop a complete set of primary school 3D printing three-dimensional teaching materials. The three-dimensional textbooks include primary-school 3D printing materials, micro-video tutorials, case libraries, and 3D print feature sites. The course is conducted in a project-based, modular manner, leading students to group discussions, brainstorming, and the use of tools such as mind maps, to design and create creative works, and finally to show them in small groups. Competition and other ways to encourage students to work out. This three-dimensional teaching material integrates online and offline learning to provide students with individualized learning approaches and to promote students' ability of hands-on operation, practical innovation, team cooperation and other comprehensive qualities. The 3D printing material has been designed and written for more than a year, and has been completed initially, including: "small designer" paper textbook set, including three chapters, 12 case modules, a total of 24540 words; Each model contains three file formats, which can be modified, printed or printed directly by students. A 3D print project site that includes online classes, student presentations, forums, and other functional modules. On this basis, the three-dimensional teaching materials will be applied to the Bay Primary School in Nanshan District of Shenzhen for one semester. The practical application of the three-dimensional teaching material shows that this teaching model can solve the demand of 3D printing course in primary school to a certain extent and meet the actual needs of teachers' teaching and students' learning. It provides a systematic and deep learning model for the development of 3D printing curriculum in primary schools. The design of project-based learning, thinking mapping, group cooperation and so on can effectively promote the students' sense of team cooperation and the cultivation of design thinking, which is helpful to the improvement of students' comprehensive quality. However, in the process of investigation, some problems have been found, that is, the students in mixed grades cooperate to study this kind of teaching, the learning model will increase the difficulty of teaching, how to ensure the orderly teaching, need more thinking. There is still much room for improvement in online integration and teaching module design, which will continue to be improved in the follow-up research.
【學(xué)位授予單位】：深圳大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G622.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李芳;;創(chuàng)客運動的國際現(xiàn)狀分析[J];中國醫(yī)學(xué)教育技術(shù);2016年02期

2 朱閣;莫蔚靖;;3D打印技術(shù)在教學(xué)中的應(yīng)用與探索[J];價值工程;2015年32期

3 楊曉哲;任友群;;數(shù)字化時代的STEM教育與創(chuàng)客教育[J];開放教育研究;2015年05期

4 焦建利;;創(chuàng)客教育在中小學(xué)的發(fā)展[J];中國信息技術(shù)教育;2015年Z2期

5 丁大琴;;創(chuàng)客及其文化歷史基因探源[J];北京社會科學(xué);2015年08期

6 孫江山;吳永和;任友群;;3D打印教育創(chuàng)新:創(chuàng)客空間、創(chuàng)新實驗室和STEAM[J];現(xiàn)代遠(yuǎn)程教育研究;2015年04期

7 楊紅麗;高偉;;小學(xué)信息技術(shù)課程體系建設(shè)[J];考試周刊;2015年55期

8 祝智庭;雒亮;;從創(chuàng)客運動到創(chuàng)客教育:培植眾創(chuàng)文化[J];電化教育研究;2015年07期

9 祝智庭;孫妍妍;;席卷全球的創(chuàng)客教育[J];當(dāng)代教育家;2015年06期

10 安宏鶴;;淺談小學(xué)信息技術(shù)教材知識體系的構(gòu)建[J];課程教育研究;2014年14期

，

本文編號：1967445