融入认识论的游戏式学习促进学生合作问题解决的策略研究  

The Strategy Research of Game Teaching with Epistemology Promotes Student Cooperative Problem Solving

作　　者：钟煊妍 林晓凡[1,2,3] 

机构地区：[1]华南师范大学教育信息技术学院,广东 广州 [2]广东省智慧学习工程技术研究中心,广东 广州 [3]广东省基础教育与信息化研究院,广东 广州

出　　处：《创新教育研究》2020年第3期307-312,共6页Creative Education Studies

摘　　要：近年来,国内外愈加重视学习者合作问题解决能力的研究。但目前中国大多数学生的合作解决问题能力较低。因此,本研究从当今的学生因其生活的时代背景和社会背景的差异,导致与教育者交流存在问题;课堂大多以学生个人学习为主,缺乏合作观念和能力;学生的问题解决能力——“未来生成能力”之一不强等问题出发,尝试提出用游戏学习结合认识论的概念解决以上问题,并提出了“建立游戏情境–发现问题–自主探究–小组合作交流–知识构建–反思评价”的游戏学习模式。以期了解初中学生在数字游戏式学习环境下,其认识论在合作问题解决历程、行为与成效的角色,并且提高学生的合作问题解决能力。In recent years, more and more attention has been paid to the study of learners’ cooperative problem solving ability at home and abroad. At present, most students in China have low cooperative problem-solving ability. Therefore, starting from the differences between the background of the life and social background of today’s students, which cause problems in communication with educators, focusing on students’ personal learning in most of the classrooms, lacking the concept and ability to cooperate, not strong ability to solve problems which is one of the “future generation abilities”, the study tried to propose the concept of game learning combined with epistemology to solve the above problems, and proposed a game learning mode of “establishing a game situation - finding problems - independent exploration - group cooperation and exchanges - knowledge building - reflection evaluation” in order to understand the role of epistemology in the process, behavior and effectiveness of cooperative problem solving in a digital game-like learning environment, and to improve students' cooperative solving-problem ability.

关 键 词：合作问题解决能力 认识论 游戏式教学 设计 策略 

分 类 号：G63[文化科学—教育学]