摘要
培养学习者在复杂情境中独立设计、批判思考、成功做出有价值决策并付诸实施的高层次问题解决能力,是21世纪教育肩负的时代使命。基于真实情境的高层次问题解决活动,作为实现这一培养目标的重要途径,应该跳出以往"非此即彼"的二元对立思维,而以直导与发现两种教学方式的理性融通为视角,构建理境交融、学导平衡的"指导性发现"新路径。澄清指导性发现学习的"指导"意涵及其构成要素,剖析"助学指导"与"自由探究"有效平衡的影响因素,并在此基础上探讨高层次问题解决学习的指导形式、时机与适宜的指导之"度",是构建指导性发现学习的当务之急。
The education mission of 21st century is to develop learners＇ higher-level thinking skill and complicated-problem-solving ability,which equip them with the capacity to design independently,think critically,make plans and decisions quickly as well as solve problems smoothly when facing ill-structured tasks in the ever-changing society.Identified as an important way to achieve the above objective,Learning and teaching activity based on complicated problem in real context should take its trip out of either /or way—the logic of binary opposition and make a choice of ＂guided discovery learning＂.The most urgent task for constructing ＂guided-discovery learning method＂ is to clarificate the connotation and elements of ＂guidance＂,to analyze the main factors which affect the balance between guidance and free inquiry,to discuss when and how to provide appropriate amounts of guidance in problem-solving activity,so as to merge direct instruction and discovery learning effectively and cultivate learners＇ higher level thinking skill and problem-solving ability efficiently.
出处
《远程教育杂志》
CSSCI
2011年第4期82-88,共7页
Journal of Distance Education
基金
教育部人文社会科学研究"十一五"规划基金项目"当代教学设计理论发展研究界定
培养与评估高层次问题解决能力"(项目批准号09YJA880122):成果之一
关键词
指导性发现学习
高层次问题解决能力
学导平衡
Guided discovery learning
Higher-order-problem-solving ability
Balancing learning and teaching
