形塑学习(Solid Learning)教学环境下大学生创新能力影响机制研究  

Investigating the Driving Mechanism of Learners' Creativity in the Context of Solid Learning Model

作　　者：翟雪松[1,2] 董艳[1] 詹巧巧[2] Zhai Xuesong Dong Yan Zhan Qiaoqiao(Faculty of Educational Technology, Beijing Normal University, Beijing 100875 The Intelligent Building Lab, Anhui Jianzhu University, Hefei Anhui 230022)

机构地区：[1]北京师范大学教育技术学院数字素养教育研究发展中心,北京100875 [2]安徽建筑大学安徽省智能建筑实验室,安徽合肥230022

出　　处：《远程教育杂志》2017年第3期40-47,共8页Journal of Distance Education

基　　金：2017安徽省人文社科重大项目"基于生理信号的刺激回忆对文本处理的认知能力影响机理研究"(项目编号:SK2017ZD42);2017安徽建筑大学重点平台科研项目"建筑环境舒适度对学习者学习绩效影响机理及评价研究"(项目编号:201602-3)研究成果

摘　　要：随着3D技术与科学教育的不断融合,形塑学习模式(Solid Learning Model)不断得到国内外教育学者的关注。国内外相关研究提出,基于3D技术形塑学习模式有利于激发学习者的创新意识,培养学习者的创新能力。然而,鲜有研究从实证角度去分析形塑学习(Solid Learning)有哪些维度影响了学习者创新能力?这些维度与创新能力之间的内在作用机理是什么?经过为期12周的3D景观设计形塑实践课程,58名景观专业大学生提交了形塑学习模式创新问卷。通过结构方程软件SMART PLS对假设模型的拟合发现:Solid Learning的感知沉浸性是一个二阶因子,由个性化、交互性、情境性三个一阶变量构成。学习者的创新思维只有在体验式学习情境下才能转化为创新行为,创新能力培养要突破传统学习空间和交互方式,提倡做中创(Creation by Doing)的理念;跨学科能力在感知沉浸性与创新能力之间存在部分中介效应。跨学科能力影响创新能力有两条路径:一是知识结构本身有机的整合,二是学习者对个体多元智能特征的认识和优选。针对形塑学习的这些研究,在理论上丰富了学习技术的内涵,同时实践上对高校采用3D技术实施创新教育培养模式提供了参考。With deep integration of education and the 3D technology, Solid Learning has been continuously drawing educatorsl attention. A large number of studies suggested that Solid Learning Model is conducive to cultivate s tudents5 creativity, while few re-search focused on the mattering factors and driving mechanism affecting creativity in the context of Solid Learning Model. Synthesiz ing the previous studies, the current research found that Solid Learning is characterized by perceived immersion（consist of three dimen-sions personalization, interaction and situation） which is the significant factors that influence creativity. Meanwhile, considering that learners need combine multidisciplinary information to solve the objective problem, the interdisciplinary capability was introduced as a mediate variable of perceived immersion and creativity. The current research bases on qualitative and quantitative method, take 58 students with landscape architecture profession from a provincial university as sample. Through 12-week Solid Learning in design of landscape architecture by using 3D pens, the part icipants! questionnaire were collected and analyzed. Firstly, SPSS19 was used to test the reliability and validity of every variable, then, using structure equation model software SMART PLS to exam the hypothesis model. The research results showed that the perceived immersion is a second-order factor consists of three f irst-order variables： personaliza-tion, interaction and situation. Besides, interdisciplinary capacity plays a mediate effect between perceived immersion and creativity. Through analyzing the mechanism of students! creativity in the context of Solid Learning, this article not only expands the theoretic foundation of Solid Learning and interdisciplinary, but also offers a reference for researchers to implement 3D technology on learnersl creativity.

关 键 词：形塑学习 SolidLearning教学 创新能力 感知沉浸性 跨学科能力 3D技术 STEAM STEM 

分 类 号：G420[文化科学—课程与教学论]