摘要
基于建构主义理论、人本主义理论和深度学习理论,系统探讨BOPPPS教学模式与高中化学大单元教学的融合机制及其对学生高阶思维能力培养的理论可行性,分析二者在目标、过程与效果上的高度契合性。通过构建“认知建构-实践参与-反馈调控”三维协同模型,建立了以真实情境为驱动、任务链为阶梯、多元评价为保障的实施路径。该融合模式可有效破解传统教学中知识碎片化与思维培养脱节的困境,为高阶思维的系统化培养提供理论依据和实践框架。
Based on constructivist theory,humanistic theory and deep learning theory,this study systematically explores the integration mechanism of the BOPPPS teaching model and the large-unit teaching of high school chemistry,as well as its theoretical feasibility for cultivating students'higher-order thinking ability,and analyzes the high degree of alignment between the two in terms of goals,processes and effects.A three-dimensional synergistic model of"cognitive construction-practical participation-feedback regulation"is constructed,an implementation pathway driven by authentic contexts,scaffolded by task chains and supported by multiple evaluations is established.This integrated model can effectively resolve the disconnection between fragmented knowledge and thinking development in traditional teaching,thereby providing a theoretical foundation and practical framework for systematic cultivation of higher order thinking skills.
作者
杨全录
展惠英
师海雄
王彦玺
张登诚
YANG Quanlu;ZHAN Huiying;SHI Haixiong;WANG Yanxi;ZHANG Dengcheng(College of Chemical Engineering,Lanzhou University of Arts and Science,Lanzhou 730000,China)
出处
《兰州工业学院学报》
2025年第6期155-160,共6页
Journal of Lanzhou Institute of Technology
基金
甘肃省2025年大中小学课程教材和语言文字专项研究课题“基于教学评一体化的高中化学大单元教学设计研究”
全国教育科学规划年度项目“高中化学逻辑思维培养的BOPPPS-LT模型构建与实践路径研究”。
关键词
BOPPPS教学模式
大单元教学
高阶思维
高中化学
融合机制
BOPPPS teaching model
macro-unit teaching
higher-order thinking skills
high school chemistry
integration mechanism
