破解创业课程“教与学”悖论的场景式学习模式研究  

A Study on Scene-based Learning to Solve the“Teaching and Learning”Paradox in the Entrepreneurial Curriculums

作　　者：陈建安[1,2] 马兵倩 Chen Jian’an;Ma Bingqian(Economics and Management School of Wuhan University,Wuhan 430072,China;Research Center for China Industry-University-Research Institute Collaboration,Wuhan University,Wuhan 430072,China)

机构地区：[1]武汉大学经济与管理学院,湖北武汉430072 [2]武汉大学中国产学研合作问题研究中心,湖北武汉430072

出　　处：《科技创业月刊》2024年第6期164-169,共6页Journal of Entrepreneurship in Science & Technology

基　　金：武汉大学本科教育质量建设综合改革项目“〈组织理论与设计〉示范课堂建设”(20220404)。

摘　　要：在剖析创业教育课程中教与学关系悖论和教学首要原理赋能机理的基础上,融合梅瑞尔的教学首要原理和索恩伯格的四大学习场景,提出破解教与学主体、客体和场景之争的场景式学习模式。该模式在聚焦问题、激活旧知、展示新知、应用新知和融会贯通五大环节依次嵌入“营火”“水源”“洞穴”和“生活”四大场景的环境设计,突出师生之间和学生之间在五大环节或四大场景之中互动的角色设计,及以学习任务与课程考试、课堂讨论题与单元知识模块、课后作业和真实案例为客体的材料设计。On the basis of analyzing the paradox of the relationship between teaching and learning in the entrepreneurial curriculum and the enabling mechanism of First Principles of Instruction,combining Merrill’s First Principles of Instruction and Thornburg’s learning scenario theory,this paper puts forward a scenario-based learning model to solve the dispute of the subject,object,and scenario of teaching and learning in the entrepreneurial curriculums.The model embeds the environmental design of four scenes,namely,camp fires,watering horse,caves and life in the five links of problem-centered,activation,demonstration,application and Integration,highlighting the role design of interaction between teachers and students,and between students in five links or four scenes,as well as learning tasks and course exams,classroom discussion questions and unit knowledge modules,and the design of materials with homework and real cases.

关 键 词：教学首要原理 学习场景 以学生为中心 以任务/问题为中心 学习社区 

分 类 号：G642.0[文化科学—高等教育学]