大学本科STEM教育理想实践一种理想的课程设计.ppt

大学本科STEM教育理想实践： 一种理想的课程设计,Jeffrey E. Froyd TEES Research Professor Director of Faculty and Organizational Development Office of the Dean of Faculties and Associate Provost Texas A&M University ,2011高校教师发展国际研讨会 东北师范大学,设计过程中包含哪些更富影响力的阶段?,需求分析 需求设计,概念设计,具象设计,精细设计,课程设计,家庭作业 考试 档案袋 汇报 书面报告 课程调查数据,反思/记录 课程档案,利用“思考-分享”配对 示范、演示 写反思 讲课 模型思维,课程 学习结果,先前知识?,你的 期望,德克萨斯教学卓越中心,课程设计的理想实践有哪些?,第1: 学习结果 第2: 以小组为单位组织学生 第3: 设计课内活动以激发学生的学习热情 第4: 以场景为单位组织学习内容 第5: 系统化的形成性评价 第6: 本科生研究 第7: 组织学生形成学习共同体 第8: 由教师单向传递向生师互动转变,理想实践1 学习结果,高校教师实施起来容易吗？ 容易，受到强烈支持 学生的学习会提高吗？ 会，有很多实施研究支持这个结果，但还没有对比研究的数据 提供了不同于以下陈述的另一种方式： 陈述课程所覆盖的内容主题,编写学习结果的指南： 使用学习者（学生）作为行动主体，如，学习者能够 使用能够描述可观察的结果的动词，如，解决、评估、计划、组织 避免使用描述内部心理状态的动词，如，理解、学会、欣赏、估量价值,理想实践1 学习结果,人们通常期望STEM毕业生具有以下能力 批判性思维 自我评估（终身学习的组成部分） 综合的、跨学科的思维 创新/设计 系统思维 挑战：这些能力没有用具体的词汇清楚地表征出来,理想实践1 学习结果,批判性思维 Susan Wolcott, 自我评估 Alverno College, /saal/selfassess.html 综合的、跨学科思维 (Boix Mansilla & Duraisingh, 2007) 创新/设计 ? 系统思维 ?,Boix Mansilla, V., and Duraisingh, E. D. (2007). Targeted Assessment of Students Interdisciplinary Work: An Empirically Grounded Framework Proposed, The Journal of Higher Education, 78(2), 215237,理想实践1 学习结果,理想实践2 以小组为单位组织学生,高校教师实施起来容易吗? 容易，受到强烈支持，但高校教师需要新知识和新技能 学生的学习会提高吗? 会，受到强烈支持，有对比研究和大量的实施研究结果 提供了不同于以下陈述的另一种方式： 学生个体学习、做事，不断竞争,Springer, L., Stanne, M. E., and Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 2151. Wage, K. E., Buck, J. R., Wright, C. H. G., and Welch, T. B. (2005). The Signals and Systems Concept Inventory. IEEE Transactions on Education, 48(3), 448461 Buck, J. R., and Wage, K. E. (2005). Active and Cooperative Learning in Signal Processing Courses. IEEE Signal Processing Magazine, 22(2), 7681 Crouch, C.H., and Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970977 Wright, J.C., Millar, S.B., Kosciuk, S.A., Penberthy, D. L., Williams, P.H., and Wampold, B.E. (1998). A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence. Journal of Chemical Education, 85(8), 986992 Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223231 Johnson, D. W., Johnson, R. T., and Smith, K. A. (1998). Cooperative Learning Returns to College: What Evidence Is There That It Works? Change, 30(4), 2635 Bowen, C. W. (2000). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement. Journal of Chemical Education, 77(1), 116119 Felder, R. M., Felder, G. N., and Dietz, E. J. (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students. Journal of Engineering Education, 98(4), 469480 Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., and Bjorklund, S. A. (2001). Collaborative Learning vs. Lecture/Discussion: Students Reported Learning Gains. Journal of Engineering Education, 90(1), 123130 Bonsangue, M. (1994). An efficacy study of the calculus workshop model. CBMS Issues in Collegiate Mathematics Education, 4, Providence, RI: American Mathematical Society, 117137 Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., Bonham, J. W., Dancy, M. H., and Risley, J. S. (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Retrieved August 27, 2007, from /Repository/document/ServeFile.cfm?ID=4517&DocID=183 Tien, L. T., Roth, V., and Kampmeier, J. A. (2001). Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course. Journal of Research in Science Teaching, 39(7), 606632 Born, W. K., Revelle, W., and Pinto, L. H. (2002). Improving Biology Performance with Workshop Groups. Journal of Science Education and Technology, 11(4), 347 365,理想实践2 以小组为单位组织学生,理想实践 2 以小组为单位组织学生,这种措施有哪些实例？ 拼图学习（Jigsaw） 伙伴学习（Paired）、出声思维、问题解决 团队项目,理想实践3 设计课内活动以激发学生学习热情,高校教师实施起来容易吗? 容易，受到强烈支持，但高校教师需要新知识和新技能 学生的学习会提高吗? 会，受到强烈支持，有对比研究和大量的实施研究结果 提供了不同于以下陈述的另一种方式： 高校教师通过讲授传递学习内容，学生只能在课外活动中接触到富有挑战性的任务,Crouch, C.H., and Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970977. Burrowes, P. A. (2003). A Student-Centered Approach to Teaching General Biology That Really Works: Lords Constructivist Model Put to a Test. The American Biology Teacher, 65(7), 491502. Laws, P., Sokoloff, D., and Thornton, R. (1999). Promoting Active Learning Using the Results of Physics Education Research. UniServe Science News, 13, Retrieved 4 September 2006 from .au/newsletter/vol13/sokoloff.html Redish, E. F., Saul, J. M., and Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 4554. Cummings, K., Marx, J., Thornton, R., and Kuhl, D. (1999). Evaluating innovations in studio physics. American Journal of Physics, 67 (supplement 1 to no. 7), S38S44. Hoellwarth, C., Moelter, M. J., and Knight, R. D. (2005). A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms. American Journal of Physics, 73(5), 459462. Michael, J. (2006). Wheres the evidence that active learning works? Advances in Physiology Education, 30, 159167. Knight, J. K., and Wood, W. B. (2005). Teaching More by Lecturing Less. Cell Biology Education, 4, 298310. Freeman, S., OConnor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., and Wenderoth, M. P., (2007). Prescribed Active Learning Increases Performance in Introductory Biology. Cell Biology Education, 6, 132139.,理想实践 3 设计课内活动以激发学生的学习热情,理想实践 3 设计课内活动以激发学生的学习热情,这种措施实施的实例有哪些? “思考-分享”配对（Think Pair Share） 同伴教学 (Mazur, 1997) 一分钟报告(Stead, 2005) 合作学习结构 ,Mazur, E. (1997). Peer Instruction: A Users Manual. Englewood Cliffs, NJ: Prentice Hall. Stead, D. R. (2005). A review of the one-minute paper. Active Learning in Higher Education, 6(2), 118131.,理想实践 4 基于情景组织学习内容,高校教师能实施吗? 能，需要花费精力和时间重新设计课程 学生的学习会提高吗? 会，受到支持，有对比研究和大量的实施研究 提供了不同于以下陈述的另一种方式： 按照概念递进的逻辑顺序组织学习主题,类别 探究学习 基于问题的学习 基于项目的学习 基于挑战的学习 VaNTH 工程研究中心(Cordray, et al., 2003) 模型范例活动（Model-eliciting activities） 提问导向的教学(Beatty, et al., 2008),不同活动性质有不同场景: 活动时长 活动中的支持水平(Kirschner, Sweller, Mayer, 2004) 开发场景的指导,Cordray, D. S., Pion, G. M., Harris, A., & Norris, P. (2003). The value of the VaNTH Engineering Research Center: Assessing and evaluating the effects of educational innovations on large educational research projects in bioengineering. IEEE Engineering in Medicine and Biology Magazine, 22, 4754. Beatty, I. D., Leonard, W. J., Gerace, W. J., Dufresne (2006). Question Driven Instruction: Teaching Science (Well) with an Audience Response System. In Banks, D. A. (ed.) Audience Response Systems in Higher Education: Applications and Cases, Hershey, PA: Information Science Publishing. Kirschner, P. A., Sweller, J, and Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 7586. Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction. American Psychologist, 59(1), 1419.,理想实践 4 基于情景组织学习内容,Prince, M. J., and Felder, R. M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123138. Prince, M., and Felder, R. (2007). The Many Faces of Inductive Teaching and Learning. Journal of College Science Teaching, 36(5), 1420 Dochy, F., Segers M., Van den Bossche, P., and Gijbels, D. (2003). Effects of Problem-Based Learning: A Meta-Analysis. Learning and Instruction, 13, 533568 Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005). Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment. Review of Educational Research, 75(1), 2761 Vernon, D. T. A., and Blake, R. L. (1993). Does Problem-Based Learning Work? A Meta-Analysis of Evaluative Research. Academic Medicine, 68, 550563. Capon, N., and Kuhn, D. (2004). Whats So Good About Problem-Based Learning? Cognition and Instruction, 22(1), 6179 Farrell, J. J., Moog, R. S., and Spencer, J. N. (1999). A Guided Inquiry General Chemistry Course. Journal of Chemical Education, 74(4), 570574 Lewis, S. E., and Lewis, J. E. (2005). Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative. Journal of Chemical Education, 82(1), 135139 Roselli, R. J., and Brophy, S. P. (2006). Effectiveness of Challenge-Based Instruction in Biomechanics. Journal of Engineering Education, 95(4), 311324.,理想实践 4 基于情景组织学习内容,理想实践 5 通过系统化形成性评价获得反馈,高校教师能实施吗? 能，需要花费精力和时间重新设计课程 学生的学习会提高吗? 会，受到一般性支持，有对比研究和一些实施研究结果 提供了不同于以下陈述的另一种方式: 注重向学生解释概念和过程，学生很少有机会表现,“近来有评论(Black and William, 1998)指出，如果能够恰当应用课堂形成性评价，它将会对学习产生积极的影响.如果学生在反馈中得到了更为细致的评价结果和其今后学习的建议，他们会学得更多” (National Research Council, 2001) National Research Council (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academies Press. Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 774.,理想实践 5 通过系统化形成性评价获得反馈,形成性反馈的方法 课堂评价技术 (Angelo Crouch & Mazur, 2001) Angelo, T. A., & Cross, P. K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (Second ed.). San Francisco, CA: Jossey-Bass. Stead, D. R. (2005). A review of the one-minute paper. Active Learning in Higher Education, 6(2), 118131. Fies, C., & Marshall, J. (2006). Classroom Response Systems: A Review of the Literature. Journal of Science Education and Technology, 15(1), 101109. Mazur, E. (1997). Peer Instruction: A Users Manual. Upper Saddle River, NJ: Prentice Hall Crouch, C.H., and Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970977,理想实践 5 通过系统化形成性评价获得反馈,理想实践 6 本科生参与研究,高校教师能实施吗? 有小部分能，一对一的关系需要某些重要资源， 其他模式也许会提供更多的学生参与的机会 学生的学习会提高吗? 会，受到一般性支持，有一些实施研究结果，但没有对比研究结果 提供了不同于以下陈述的另一种方式: 学生只是解决教科书上各个章节结尾部分提供的问题,Seymour, E., Hunter, A.-B., Laursen, S. L., and Diatonic, T. (2004). Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study. Science Education, 88, 493534. Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First Findings. Cell Biology Education, 3, 270277 Hunter, A.-B., Laursen, S. L., and Seymour, E. (2007). Becoming a Scientist: The Role of Undergraduate Research in Students Cognitive, Personal, and Professional Development. Science Education, 91, 3674. Russell, S. H., Hancock, M. P., and McCullough, J. (2007). Benefits of Undergraduate Research Experiences. Science, 316, 548549.,