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基于问题的学习对大班幼儿元认知发展的影响 被引量：8

The Influence of Problem-based Learning on Children's Metacognition Ability
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摘要 本研究以深圳市某幼儿园76名大班幼儿为被试,采用等组前后测实验设计,实验班实施PBL教学,对照班实施传统教学,探讨基于问题的学习对幼儿元认知能力发展的影响。结果表明实验班幼儿后测元认知得分与对照班存在显著差异,即PBL教学有效促进了幼儿元认知能力的发展;实验前后,实验班幼儿在元认知总分以及元认知知识、元认知体验、元认知监控上的得分均存在显著差异,可以说PBL教学促进了幼儿元认知的全面发展。这可能是因为PBL教学通过创设问题情境、对问题进行分析讨论以及自主学习和小组合作等方式,促进了幼儿元认知能力的全面发展。 This study used pretcst-posttest equivalent-group design to explore the influence of problembased learning on young children＇s metacognition development. The results indicated that PBL teaching method has a positive effect on children＇s metacognition by several ways： creating problem context, analysis of problems, self-directed learning and group collaborative learning.
作者 撒婷婷 杨宁
机构地区 华南师范大学教育科学学院
出处 《学前教育研究》 CSSCI 北大核心 2012年第6期42-45,52,共5页 Studies in Early Childhood Education
基金 广东省哲学社会科学"十一五"规划课题"建构基于童年期特征的幼儿教育"(批准号:06SJY008)的阶段性研究成果
关键词 元认知 基于问题的学习 自主学习 metacognition, problem-based learning, self-directed learning
分类号 G612 [文化科学—学前教育学]
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参考文献5

  • 1汤丰林,申继亮.基于问题的学习与我国的教育现实[J].比较教育研究,2005,26(1):73-77. 被引量：214
  • 2Doran C,Cameron R J.Learning about learning[J].Educational Psychology in Practice, 1995,(5).
  • 3Kevin Downing, Theresa Kwong, Sui-WahChan, Tsz-FungLam, Woo-Kyung Downing. Problem based learning and the development of metaeognition [J ]. High Education, 2009, ( 1 ): 609- 621.
  • 4W.S.De Grave, H.P.A.Boshuizen & H.G.Schmidt. Problem based learning: Cognitive and metacogni- tive processes during problem analysis[J].Instructional Science, 1996,(3).
  • 5雪莉·拉尔金,何婧（译）.通过小组活动发展幼儿元认知的个案研究[J].幼儿教育（教育科学）,2011(4):12-15. 被引量：4

二级参考文献24

  • 1Carl Bereiter & Marlene Scardamalia(2000). Process and Product in Problem - Based Learning (PBL) Rearch.In C. E. Hmelo, & D. H. Evensen (Eds.), Problem-Based Learning: A Research Perspective on Learning Interactions. Mahwah, N J: Lawrence Erlbaum Associates,Inc. 185 - 195.
  • 2Antonietti, A. (2001). Problem - based Learning, - A Research Perspective on Learning Interactions. The British Journal of Educational Psychology, 71 (2), 344 - 345.
  • 3Schmidt, H. G., & Moust, H. C.(2000). Factors Affecting Small - Group Tutorial Learning A Review of Research. In C. E. Hmelo, & D. H. Evensen (Eds.), Problem- Based Learning: A Research Perspective on Learning Interactions. Mahwah, N J: Lawrence Erlbaum Associates, Inc. 19 -52.
  • 4Woods, D. (2000) Problem - based Learning,Especially in the Context of Large Classes. Available:http: / / chemeng, mcmaster, ca / pbl / pbl. htm/. 2002 -10 -6.
  • 5Hmelo, C. E., & Evensen, D. H. (2000). Problem -Based Learning: Gaining Insights on Learning Interactions Through Multiple Methods of Inquiry. In C. E. Hmelo, &D. H. Evensen (Eds.), Problem - Based Learning: A Research Perspective on Learning Interactions. Mahwah, NJ:Lawrence Erlbaum Associates, Inc. 1 - 16.
  • 6Diffily, D. (2002). Project -based Learning: Meeting Social Studies Standards and Needs of Gifted Learners.Gifted Child Today, 25 (3), 40- 43.
  • 7Solomon, G. (2003). Project - based Learning: A Primer.Technology & Learning, 23(6), 20 - 28.
  • 8Dunaway, D. (2002). Sold On Problem - Based Learning (PBL). PBL Insight. 5(2). Available: http://www.samford, edu/pbl/PBLInsight/. 2002 - 10 -6.
  • 9Harris, K., Marcus, R., McLaren, K., & Fey, J. (2001) .Curriculum Materials Supporting Problem - based Teaching School Science and Mathematics, 101 (6). 310 - 318.
  • 10THOMAS G P.The social mediation ofmetacognition and self-regulation in a year11chemistryclassroom〔M〕. . 2000

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学前教育研究
2012年 第6期

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