本文選題：有成效失敗 + 社交媒體�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：有成效失敗(Productive failure,PF)理論是由曼努·卡普爾(Manu Kapur)提出的一種學(xué)習(xí)設(shè)計理論。有成效失敗是針對含有學(xué)生未學(xué)目標(biāo)概念的新問題,為學(xué)生提供產(chǎn)生表達(dá)方式和提出解答方法的機(jī)會,然后在知識鞏固和整合階段進(jìn)行目標(biāo)概念學(xué)習(xí)的一種學(xué)習(xí)設(shè)計,這一概念包含四個本質(zhì)屬性:有成效(潛在成效)——失敗中的“潛在成效”、失敗——學(xué)生無法生成或發(fā)現(xiàn)正確答案、無認(rèn)知指導(dǎo)/支架——在生成探究階段不提供任何認(rèn)知方面的指導(dǎo)/支架、延遲講授——不把講授作為教學(xué)作為第一步。這種教學(xué)方式相對直接講授這種普遍認(rèn)可廣為使用的教學(xué)方式而言是一種流程和理念的顛覆,然而在我國,極少有學(xué)者對其關(guān)注,遑論應(yīng)用于教學(xué)之中。在本研究中,研究者以有成效失敗理論為指導(dǎo),結(jié)合國外已有的PF教學(xué)設(shè)計和我國初中數(shù)學(xué)教學(xué)實(shí)際的需要,設(shè)計了社交媒體軟件支持下的初中數(shù)學(xué)PF教學(xué)流程,制定了各個階段師生參與的原則,并將這種教學(xué)方式應(yīng)用于實(shí)際教學(xué),意在通過課堂觀察、交流訪談、學(xué)生作業(yè)、問卷調(diào)查、學(xué)生成績分析等方式探究社交媒體軟件支持下的PF教學(xué)對學(xué)生的解題方法多樣性、學(xué)習(xí)興趣、學(xué)習(xí)時間投入、認(rèn)知負(fù)荷、學(xué)生成績等方面的影響以及社交媒體軟件在此教學(xué)中的應(yīng)用價值。通過一學(xué)期的教學(xué)實(shí)踐,研究者發(fā)現(xiàn),社交媒體軟件支持下的PF教學(xué)在學(xué)生學(xué)習(xí)時間投入無明顯變化、認(rèn)知負(fù)荷維持中等水平的情況下,使得學(xué)生的解答多樣性增加、學(xué)習(xí)興趣增加,并在幾何教學(xué)中顯現(xiàn)出較高的適應(yīng)性與成效,同時在代數(shù)教學(xué)提高學(xué)生計算準(zhǔn)確性上存在欠缺,并且造成了教師時間投入過多。此外,在本文中研究者對實(shí)踐過程中社交媒體軟件支持下的初中數(shù)學(xué)PF教學(xué)的每一步過程都進(jìn)行了較為詳盡的描述,包括生成探究活動的設(shè)計、學(xué)生生成的解答、教師的講授方式、社交媒體軟件的應(yīng)用,并展示了完整的PF教學(xué)示例,希望在如實(shí)呈現(xiàn)研究者的工作的同時,也為其他研究者進(jìn)行相關(guān)研究提供一定的參考與借鑒。由于研究時間有限、研究過程中所面臨的諸多不利因素以及研究者自身的局限,本研究存在一定的不足。研究者期望能有相關(guān)學(xué)者和專業(yè)人士在對本文的批判和借鑒中,重視有成效失敗的價值,深化這一理論的研究,完善PF教學(xué)方式,推動這一理論在我國教學(xué)中的應(yīng)用。
[Abstract]:The theory of productive failure (PFN) is a learning design theory proposed by Manu Kapururu, Manu Kapuru. A productive failure is a learning design that addresses new questions that contain concepts of goals that students do not learn, provide students with the opportunity to produce expressions and solutions, and then learn the concept of goals at the stage of knowledge consolidation and integration. The concept contains four essential attributes: effectiveness (potential effectiveness), "potential effectiveness" in failure, failure-students can not generate or find the correct answer, No Cognitive guidance / Stent-does not provide any cognitive guidance / scaffolding in the generative inquiry phase, delays teaching-does not take instruction as the first step. This teaching method is relatively direct teaching this widely used teaching method is a kind of process and idea subversion, but in our country, few scholars pay attention to it, let alone apply it in teaching. In this study, guided by the theory of effective failure, combining the existing PF teaching design of foreign countries and the actual needs of junior high school mathematics teaching in our country, the researcher designed the teaching flow of junior high school mathematics PF supported by social media software. The principles of teachers and students' participation in each stage are formulated, and this teaching method is applied to practical teaching, which is intended to be conducted through classroom observation, exchange of interviews, student assignments, questionnaires, This paper explores the diversity of problem-solving methods, interest in learning, time investment, cognitive load of PF teaching supported by social media software. The influence of student achievement and the application value of social media software in this teaching. Through a semester of teaching practice, the researchers found that social media software-supported PF teaching had no significant change in students' study time and maintained a moderate level of cognitive load, which increased the diversity of students' solutions. The interest of learning increases, and it shows higher adaptability and effect in geometry teaching. At the same time, there are some deficiencies in algebra teaching to improve the accuracy of students' calculation, which results in too much time being spent by teachers. In addition, in this paper, the researcher gives a detailed description of each step of mathematics PF teaching in junior high school supported by social media software in practice, including the design of generating inquiry activities, the solution generated by students. The teaching methods of teachers, the application of social media software, and the complete PF teaching examples are presented. It is hoped that while presenting the work of the researchers truthfully, it will also provide some reference for other researchers to carry out relevant research. Due to the limited research time, many unfavorable factors in the research process and the limitations of the researchers themselves, there are some shortcomings in this study. The researchers hope that some scholars and professionals will attach importance to the value of failure in the criticism and reference of this paper, deepen the research of this theory, perfect the teaching method of PF, and promote the application of the theory in teaching in our country.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李楚瑤;;翻轉(zhuǎn)課堂:淺析社交媒體在教育應(yīng)用中的促進(jìn)作用[J];吉林藝術(shù)學(xué)院學(xué)報;2016年06期

2 胡立如;邁克·雅各布森;張寶輝;宋靈青;;翻轉(zhuǎn)還是不翻轉(zhuǎn)?超越教育潮流走向基于研究的課堂——訪悉尼大學(xué)邁克·雅各布森教授[J];中國電化教育;2016年05期

3 唐承鯤;徐明;;基于社交媒體合作學(xué)習(xí)效果的影響要素與實(shí)現(xiàn)機(jī)制分析[J];遠(yuǎn)程教育雜志;2015年06期

4 朱曄;;論社交媒體在我國外語教學(xué)中的應(yīng)用[J];外語電化教學(xué);2015年04期

5 張瀾;王婷;;淺析課堂中“有價值的失敗”的機(jī)制及設(shè)計原則[J];教學(xué)與管理;2015年18期

6 楊玉芹;;啟發(fā)性挫敗的設(shè)計研究——翻轉(zhuǎn)課堂的實(shí)施策略[J];中國電化教育;2014年11期

7 盧鋒;唐湘寧;韓璐;;社交媒體在教學(xué)中的運(yùn)用及其影響[J];現(xiàn)代遠(yuǎn)距離教育;2014年05期

8 查有梁;;從有效教學(xué)到優(yōu)質(zhì)教學(xué)[J];教育科學(xué)研究;2014年10期

9 賈茜;陳曉丹;;社會媒體研究評述[J];情報科學(xué);2013年08期

10 劉述;;QQ在網(wǎng)絡(luò)教學(xué)中的應(yīng)用研究綜述——基于CNKI的文獻(xiàn)分析[J];中國遠(yuǎn)程教育;2013年03期

相關(guān)博士學(xué)位論文 前1條

1 孫崇勇;認(rèn)知負(fù)荷的測量及其在多媒體學(xué)習(xí)中的應(yīng)用[D];蘇州大學(xué);2012年

相關(guān)碩士學(xué)位論文 前1條

1 郭婧遠(yuǎn);創(chuàng)客教育中利用有效失敗促進(jìn)學(xué)習(xí)的研究[D];華東師范大學(xué);2016年

，

本文編號：1821284