知识建构课堂中小学生劣构问题提出的研究  

A Study of Pupils' Posing of Ill-Structured Problems in Knowledge Building Community

作　　者：张义兵[1] 张莉 刘骏 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097 [2]南京市第五初级中学,江苏南京210004 [3]南京市白云园小学,江苏南京210013

出　　处：《电化教育研究》2016年第6期5-11,共7页E-education Research

基　　金：江苏省社科基金项目"信息化时代学习方式变革研究"(项目编号:13JYB004)

摘　　要：培养学生高级思维能力的重要渠道之一是培养学生解决劣构问题的能力,而教会学生如何提出问题则是有效教学的关键。本研究的目的是探析知识建构课堂里小学生劣构问题提出的推进发展规律。本研究运用加拿大学者的知识建构理论设计可以引发学生提出劣构问题的学习活动。课程在推进过程中实际经历了四个阶段:真实情境、提出问题,梳理思路、发表短文,筛选问题、自由分组,推进观点、提出新问题。本研究针对学生问题的广度与深度两个维度收集和分析数据。研究结果发现:一方面,学生问题数量不受性别差异的影响,问题广度分布范围比较广,问题深度差异性不大;另一方面,学生问题广度随课程推进呈下降趋势,但问题深度则随课程推进逐渐递增,并经历感知型问题、表象型问题、实质型问题、创建型问题四个层次。Promoting students＇ skills of solving ill-structured problems is one important way to foster students＇ high-order thinking skills. Teaching students how to pose questions is the key to the successful teaching. The purpose of this study is to examine the developing process of how pupils pose ill-structured problems in Knowledge Building Community. On the basis of the Knowledge Building theory proposed by Canadian researchers, we designed learning activities that can lead pupils to pose ill-structured questions. The instructional process includes four stages： posing questions in authentic context, sorting ideas and writing essays, filtering question and grouping students as their own wish, and advancing ideas and posing new questions. We collected data in terms of the scope and depth of students＇ questions. The results indicated that： 1） gender had no effects on the amounts of questions students posed; 2） the scope of students＇ questions was very large; 3） there was no differences in terms of the depth of students＇ questions; 4） the scope of students＇ questions narrowed down, while the depth of questions increased with the progress of the course; 5） students＇ questions evolved through four rising levels： perceptional question, representational question, practical question, and constructive question.

关 键 词：知识建构 小学科学 问题提出 

分 类 号：G434[文化科学—教育学]