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为了切实提升电子信息类研究生的实践教学质量,分析了该类专业课程的公共核心内容,开发了一套以工程创新应用为导向的研究生综合实践平台。以实例的形式从理论验证与工程创新应用相结合的思路设计了系统的实践课程体系,并从工程需求引导、理论关联分析、应用设计探索提出了"三位一体"教学方式。介绍了课程实施过程,并分析了实施效果。实践表明,该平台及其课程能够多方位培养研究生的知识综合应用及解决实际问题的能力,激发创新意识,显著地提升他们的科研实践技能。 相似文献
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Ugur Kale Mete Akcaoglu Theresa Cullen Debbie Goh Leah Devine Nathan Calvert Kara Grise 《TechTrends》2018,62(6):574-584
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of technology, content, and pedagogy, teachers need to recognize the relevance of computational thinking to their teaching, a factor influencing their future practice with it. Drawing from the literature on problem-solving and TPACK framework, this paper discusses strategies, including content-specific examples, problem-solving nature of computational thinking, and the methods of teaching problem-solving for enabling teachers to make the connections between computational thinking and their practices. 相似文献
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Mobolaji Williams 《Science & Education》2018,27(3-4):299-319
Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger’s development of the wave equation and Feynman’s development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes. 相似文献
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Mete Akcaoglu 《Educational technology research and development : ETR & D》2014,62(5):583-600
Today’s complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school students (n = 18) with an age average of 12.6 attended a game-design summer program for 10 days. Students were assessed in their problem-solving skills, specifically in system analysis and design, decision-making, and troubleshooting domains, at the beginning and end of the program. The results indicated that there were significant improvements in students’ problem-solving skills after attending the summer program, Wilks’ Λ = .258, F (3, 15) = 14.397, p < .001, η 2 = .742. For system analysis and design, and decision-making follow-up t-tests pointed to large and medium effect sizes, while for troubleshooting the gains were not significant. This study is a contributes to the growing body of literature investigating the benefits of designing games for young children by adding that game-design activities can be suitable venues for young children to learn and practice problem-solving skills. 相似文献
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潘军 《南昌教育学院学报》2011,(11):138-139
三角函数作为基本函数之一,在数学中占有很重要的地位,是中专数学的重点研究内容。本文主要介绍解三角函数题的方法,三解函数在中专数学中和其它一些知识的联系及应用,以此来培养学生的解题能力和使知识系统化的能力。 相似文献
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If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. 相似文献
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The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
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Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both
secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving
skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of
students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part
of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science.
The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving
skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who
are often girls. 相似文献
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Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
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Margene Anderson Patrick R. Hills-Meyer Julie M. Stamm Kirsten Brown 《Anatomical sciences education》2022,15(2):304-316
Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its’ purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners’ knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018–2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students’ acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students’ ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students’ early clinical reasoning skills. 相似文献
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Asha K. Jitendra Jon R. Star Michael Rodriguez Mary Lindell Fumio Someki 《Learning and Instruction》2011,21(6):731-745
This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content. 相似文献
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It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed. 相似文献
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浅析任务驱动教学法在高职实践课程中的应用 总被引：1，自引：0，他引：1
任务驱动教学法的＂任务驱动＂可以培养学生独立分析和解决问题的能力,可以使教与学生动有趣、易于接受,可以增强学生的动手和知识应用能力,避免因教学枯燥而产生厌学情绪,实践课程恰好以具体问题或任务驱动学生灵活运用知识进行主动探索和互动协作学习,所以任务驱动教学法是开展实践教学的最有效的方法。 相似文献
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The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly contradicting activities: learning of science content and developing problem-solving skills. As part of a design research, we studied a group of Grade 9 students who were solving a problem related to the Law of Conservation of Energy. Through the lens of the activity theory, we found that students’ understanding of the intended science knowledge deepened as they made sense of the disciplinary-content knowledge in the context of the problem and concurrently, the students successfully developed solutions for the problem. This study shows that developing problem-solving competencies and content learning need not be disparate activities. On the contrary, we can harness the interdependency of these two activities to achieve dual goals in learning. 相似文献
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深圳职业技术学院管理学院针对高职类院校港口与航运管理专业航运法规实务课程的建设就课程的定位、课程的设计理念与思路、课程的教学内容、课程的教学方法与手段、课程的考核方式五个方面加强了建设,通过全面、系统、科学的课程建设,学生能深刻地领会所学理论知识的涵义,初步具备一定的职业技能和职业素养,同时提高了学生独立分析解决问题、的能力和学生与人沟通的能力及团队合作精神。 相似文献
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ABSTRACT Problem solving is perhaps the key characteristic that makes us human. Given the kinds of problems that we face in a competitive economy and society, the new generation of learners is ever more required to have problem-solving abilities. By drawing from the literature on technological pedagogical content knowledge, design thinking, general and specific methods of problem solving, and role of technologies for solving problems, this article highlights the importance of problem solving for future teachers and discusses strategies that can help them become good problem solvers and understand the requirements of teaching their students problem solving in technology-rich contexts. This article consists of two main parts. Part 1 focuses on strategies required to help preservice teachers to be better problem solvers, and Part 2 summarizes approaches to introduce preservice teachers to the methods of teaching problem solving. The strategies reviewed provide a tangible guidance for teacher education programs regarding how to promote future teachers’ problem-solving skills. 相似文献
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Janet Mannheimer Zydney Arne Bathke Ted S. Hasselbring 《Interactive Learning Environments》2013,21(5):668-683
This study investigated the effect of different methods of guidance with anchored instruction on students' mathematical problem-solving performance. The purpose of this research was to iteratively design a learning environment to find the optimal level of guidance. Two iterations of the software were compared. The first iteration used explicit instruction upfront followed by practice problems, and the second iteration provided structured problem-solving guidance as needed to solve the problems within the software. Pilot testing was conducted with 32 fifth-grade students from two inclusive classrooms observed a year apart within a small Midwestern, urban school. A parametric analysis of covariance was used to compare the problem-solving performance of the students who used the two different iterations. Enhancing anchored instruction with structured problem-solving guidance on an as-needed basis significantly improved students' problem-solving performance on conceptually easy problems, but not for more complex problems. The implications of this research illustrate the importance of iteratively designing and developing learning environments to take into consideration the needs of a particular situation. 相似文献
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The purpose of this study was to identify cognitive factors associated with differences in prediction problem-solving success among high school biology students, and to determine whether guided practice facilitated successful prediction. The Group Assessment of Logical Thinking was used to evaluate subjects' cognitive operational level, written prediction worksheets and think-aloud interviews were used to measure predictive success and identify problem-solving tendencies. Treatment group subjects received 8 hr of directed prediction practice using interactive computer simulations, whereas the control group practiced prediction without focusing on specific skills, after which all subjects were retested. Predictive reasoning success showed a significant correlation (p < .01) to both formal operational development and five specific cognitive skills: (a) identifying relevant knowledge in long-term memory, (b) using a systematic problem-solving strategy, (c) applying cause-effect reasoning, (d) reviewing solutions for logical inconsistency, and (e) evaluating alternative solutions. Analysis of covariance indicated significantly increased prediction success for treatment group subjects following practice in the five identified skills (p < .01). © 1996 John Wiley & Sons, Inc. 相似文献
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类比方法是用已有的知识和已掌握的技能去解决新问题,从而加深学生对新知识的理解,促进学生对新规律的认识;找出问题、探究问题、解决问题,有助于思想、方法和技巧的开拓与延伸。类比法对提高教学效果和培养学生的创新意识是十分必要的,也是课程改革所倡导的。介绍类比式教学的基本概念,分别大学数学的基础学科和应用学科两类课程来以类比式教学方法的使用情况。运用好类比式教学法将有助于学生加深对数学课程的认识,形成系统全面的知识体系。 相似文献