基于有意义学习理论的PBL教学模式设计与实践——以中等职业教育“常用工具软件”课程为例  

The Design and Practice of PBL Teaching Mode Based on Meaningful Learning Theory——Taking the Course of“Common Tool Software”in Secondary Vocational Education as an Example

作　　者：刘海波[1,2] 张伟 LIU Haibo;ZHANG Wei(Jilin Normal University,Siping 136000,China;Dezhou Second Vocational Secondary Specialized School,Dezhou 253000,China)

机构地区：[1]吉林师范大学,吉林四平136000 [2]德州市第二职业中等专业学校,山东德州253000

出　　处：《职业技术》2024年第7期60-68,共9页Vocational Technology

基　　金：吉林省教育厅“十三五”社会科学研究项目“基于可拓物元模型的大学生创新创业能力评价体系研究”(JJKH20200445SK);教育部产学合作协同育人项目“大学生创新思维与应用能力培养的策略研究”(202102120037)。

摘　　要：以“有意义学习理论”为导向,针对当前中等职业教育传统课堂教学模式的特点与不足,运用PBL(Problem-Based Learning)教学模式,以“常用工具软件”课程为例进行教学设计和实践;通过设计七步教学模式:创设问题、分析问题、解决问题、成果展示、多元评价、反思交流、扩展应用,促进学生的知识建构和有意义学习,为专业课程提供更多的改革思路和方法,以此拓展PBL教学模式与有意义学习理论的适用范围。Guided by“Meaningful Learning Theory”,aiming at the characteristics and shortcomings of the traditional classroom teaching mode of secondary vocational education at present,this paper uses PBL(Problem-Based Learning)teaching mode to take the course of“Common Tool Software”as an example to carry out teaching design and practice.Through the design of seven-step teaching mode:creating problems,analyzing problems,solving problems,displaying results,multiple evaluation,reflection and communication,expanding application,students’knowledge construction and meaningful learning are promoted.At the same time,it provides more reform ideas and methods for professional courses,so as to expand the scope of application of PBL teaching mode and meaningful learning theory.

关 键 词：PBL 有意义学习 教学模式 常用工具软件 中等职业教育 

分 类 号：G712[文化科学—职业技术教育学]