培养创造性思维的阶梯式加深混合教学研究--以“信息化教学资源设计与制作”课程为例  

Research on the Step Deepening Blended Learning for the Cultivation of Creative Thinking--Taking the Course of “Informatization Teaching Resource Design and Production” as an Example

作　　者：朱永海[1] 朱莎 王亚军 ZHU Yong-hai;ZHU Sha;WANG Ya-jun(School of Elementary Education,Capital Normal University,Beijing,China100048;Teacher Education College,Sichuan Normal University,Chengdu,Sichuan,China610066)

机构地区：[1]首都师范大学初等教育学院,北京100048 [2]四川师范大学教师教育学院,四川成都610066

出　　处：《现代教育技术》2021年第11期46-54,共9页Modern Educational Technology

基　　金：首都师范大学教育学部标志性成果项目“小学教师混合教学能力标准研制”(项目编号:JYXB2021-ZD-B03);四川省社会科学“十三五”规划课题“基于变构学习的迭代式教师培训模式研究”(项目编号:SC19B104)资助。

摘　　要：在文献分析的基础上,文章首先梳理了影响创造性思维培养的四因素、教学干预策略和教学四环节,在此基础上设计了培养创造性思维的阶梯式加深混合教学模式。随后,文章结合教学案例,利用TTCT量表和半开放式问卷,通过控制四环节变量水平,设计了T、B1、B2三种课堂,并在3个平行班开展了准实验对比研究,结果验证了阶梯式加深混合教学模式在促进创造性思维培养方面有效。最后,文章提炼出培养创造性思维的阶梯式加深混合教学策略,以期推动混合教学常态化背景下的创新型人才培养。On the basis of literature analysis,this paper sorted out four factors affecting the cultivation of creative thinking,teaching intervention strategies and teaching four links for the cultivation of creative thinking,and accordingly designed a step deepening blended learning(SDBL)model for cultivating creative thinking.Subsequently,combined with teaching cases,this paper designed three classrooms of T,B1 and B2 by controlling the levels of four-link variables,and carried out a quasi-experimental comparative study in three parallel classes using the TTCT scale and semi-open questionnaire.The results verified the SDBL model was effective in the aspect of promoting the cultivation of creative thinking.Finally,the strategies for the SDBL for cultivating creative thinking were proposed,expecting to promote the cultivation of innovative talents under the background of normalization of blended teaching.

关 键 词：创造性思维 阶梯式加深 混合教学 教学策略 结构化知识 

分 类 号：G40-057[文化科学—教育学原理]