本文選題：PBL + 復(fù)雜問(wèn)題解決�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：STEM教育是近年來(lái)教育中的一個(gè)熱點(diǎn)。它代表了國(guó)際上一種新的綜合學(xué)科背景下的教育思潮,STEM教育倡導(dǎo)將各領(lǐng)域的知識(shí)通過(guò)綜合課程結(jié)合起來(lái),培養(yǎng)學(xué)生的創(chuàng)新能力和解決問(wèn)題的能力。然而在發(fā)展STEM教育的道路上我們遇到了許多問(wèn)題,例如缺乏對(duì)學(xué)生分析問(wèn)題能力的培養(yǎng),而提高學(xué)生分析問(wèn)題,解決問(wèn)題的能力既是STEM教育的核心價(jià)值,更是我們國(guó)家新的課程改革中期望達(dá)到的重要教學(xué)目標(biāo)。本人在STEM教學(xué)實(shí)踐過(guò)程中發(fā)現(xiàn)借助PBL的教學(xué)模式對(duì)STEM教學(xué)有促進(jìn)作用,然而PBL的教學(xué)模式是不是也能提高學(xué)生對(duì)STEM復(fù)雜問(wèn)題的解決能力尚未得到明確答案。因此本論文在此研究背景下,借助PBL的教學(xué)模式,研究學(xué)生對(duì)STEM復(fù)雜問(wèn)題的解決能力,實(shí)現(xiàn)STEM教育的理想,培養(yǎng)學(xué)生對(duì)STEM復(fù)雜問(wèn)題的解決能力。本研究選用上海某公司提供的教學(xué)機(jī)器人以及教材,以上海某中學(xué)的20名學(xué)生為實(shí)驗(yàn)對(duì)象,進(jìn)行為期6周的項(xiàng)目教學(xué)實(shí)踐。本研究包含兩部分的研究?jī)?nèi)容,分別是:1.采用問(wèn)卷調(diào)查的形式對(duì)傳統(tǒng)教學(xué)模式的學(xué)生和PBL教學(xué)模式的學(xué)生展開(kāi)復(fù)雜問(wèn)題解決狀態(tài)的調(diào)查研究;2.通過(guò)項(xiàng)目測(cè)試的成績(jī)和完成項(xiàng)目的時(shí)間進(jìn)行比較研究,揭示兩組學(xué)生在復(fù)雜問(wèn)題解決中思維特征的差異以及思維能力發(fā)展的變化趨勢(shì)。全文共分為六個(gè)章節(jié)展開(kāi)論述:第一部分:介紹本文的研究背景,闡述了本研究的問(wèn)題和研究意義,并詳細(xì)介紹本論文的研究思路、研究框架和本文的主要研究?jī)?nèi)容及所采用的研究方法。第二部分:分析STEM教育、PBL、復(fù)雜問(wèn)題解決(CPS)等相關(guān)概念,對(duì)國(guó)內(nèi)STEM教育的發(fā)展和意義進(jìn)行了概述,并對(duì)STEM教育的復(fù)雜問(wèn)題進(jìn)行了界定,總結(jié)了適合STEM教育的PBL教學(xué)模式。第三部分:根據(jù)論文第二章專家對(duì)PBL教學(xué)模式的實(shí)踐經(jīng)驗(yàn),設(shè)計(jì)了適合本論文的PBL教學(xué)設(shè)計(jì),以《我們都是音樂(lè)家》為例,展示了本研究的PBL教學(xué)設(shè)計(jì)。并選擇上海某中學(xué),對(duì)該校初一年級(jí)的學(xué)生進(jìn)行教學(xué)實(shí)踐。第四部分:通過(guò)調(diào)查問(wèn)卷,分析兩組學(xué)生在解決STEM復(fù)雜問(wèn)題過(guò)程中的思維狀態(tài)差異,主要從學(xué)生解題的態(tài)度傾向、問(wèn)題表征、思維策略、解答過(guò)程等方面對(duì)學(xué)生進(jìn)行調(diào)查研究。第五部分:通過(guò)項(xiàng)目測(cè)試,根據(jù)學(xué)生的測(cè)試成績(jī)比較分析兩組學(xué)生對(duì)STEM復(fù)雜問(wèn)題的解決能力,根據(jù)學(xué)生項(xiàng)目的完成時(shí)間來(lái)比較分析兩組學(xué)生的思維敏捷性。第六部分:總結(jié)與展望,總結(jié)本研究的結(jié)論及研究過(guò)程中存在的問(wèn)題,以及對(duì)后續(xù)研究進(jìn)行展望。通過(guò)研究得出以下結(jié)論:針對(duì)初中學(xué)段的學(xué)校,開(kāi)設(shè)的與教學(xué)機(jī)器人相關(guān)的STEM教學(xué)課程,借助PBL的教學(xué)模式授課,有助于提高學(xué)生發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題的能力;通過(guò)兩種授課模式的對(duì)比實(shí)驗(yàn)發(fā)現(xiàn),在PBL的教學(xué)模式下培養(yǎng)的學(xué)生在思維敏捷性、邏輯推理能力、歸納能力等方面比普通的授課模式下培養(yǎng)的學(xué)生有顯著優(yōu)勢(shì)。
[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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.4

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