摘要
在学科融合趋势日益迅猛的时代背景下,机器人教育、创客教育、STEM教育等跨学科教育成为学生创新能力培养的重要途径。基于跨学科教育培养学生创新能力的实践,离不开有效教学模式的构建。有两条线索较为关键,一是"跨学科大概念"为学生跨学科创新能力的培养提供了基础和抓手,二是逆向教学思路可与当前盛行的逆向工程教学法结合,进一步细化跨学科创新能力的培养路径。借此,本文在前期提出的4C教学模式的基础上,重新构建和解读了培养学生跨学科创新能力的4C教学模式。
With increasing convergence of disciplines, interdisciplinary education such as robotics education,maker education and STEM plays an important role in cultivating student creativity. The construction of an effective teaching model is essential to the cultivation of student interdisciplinary creativity. It is argued that there are two major approaches. One is the use of the broad concept of interdisciplinarity to inform the cultivation practice. The other is the combination of reverse teaching with reverse engineering to further specify cultivation practice. Based on the arguments above, this article set off to re-interpret and reconstruct the 4 C teaching model previously developed to cultivate student interdisciplinary creativity.
作者
钟柏昌
刘晓凡
Baichang Zhong;Xiaofan Liu
出处
《中国远程教育》
CSSCI
2021年第10期29-38,77,共11页
Chinese Journal of Distance Education
基金
2021年度华南师范大学哲学社会科学重大培育项目“促进学生创新能力培养的跨学科教育模式研究”(ZDPY2104)。
