设计型学习:内涵、价值及应用模式  

Design-based Learning:Connotation,Values and Application Model

作　　者：曹东云[1] 邱婷[1] 

机构地区：[1]江西师范大学教师教育研究中心,南昌330022

出　　处：《课程．教材．教法》2017年第12期31-36,共6页Curriculum，Teaching Material and Method

基　　金：江西省教育厅人文社科一般项目(JY1542);江西师范大学青年英才培育资助计划(2013)

摘　　要：设计型学习是个体及共同体为改进现实、发展自身知识与能力,围绕真实、劣构问题中人工制品的功能、标准与结构所进行的迭代拓展性反思探究活动,它具备真实任务求解、迭代拓展、非语言思维、"做中学"等特征。科学教育中的设计型学习应用模型包括共情、界定、酝酿、原型、测试以及假设、验证、分析、交流环节。Design-based Learning is an expanded, reflective and inquiry activity, in which both the individual and the community are engaged to improve the reality and-develop their knowledge and abilities by exploring the functions, standards and the structure of the artifacts in authentic and ill-defined problems. It is featured by authentic task, iterative development, nonverbal thinking and learning by doing. Design-based learning in science education includes the following steps： empathizing, definition, ideating, prototyping, testing, implement and hypothesis, validation, analysis and communication.

关 键 词：设计 设计型学习 内涵 价值 应用模式 

分 类 号：G42[文化科学—课程与教学论]