从项目教学到深度知识建构:职业学校课堂的教学转型

From Project Teaching to Deep Knowledge Construction:The Teaching Transformation of Vocational School Classroom

项目教学是当前职业教育主流的教学模式之一,但实践中许多项目教学呈现背离理念本身、“形似而神不似”的现象。知识建构理论强调在真实情境中促进学生观点的产生、集体知识的共同生长、社区成员的平等对话等原则,引入该理论可以推进项目教学走向深化。本文以知识建构理论为指导,对五年高职网页设计与制作的项目化教学实践进行了改造与升华,发现如下变化:知识建构能够促进项目教学由示范的固定项目转向学生生成的多元化项目,实验班学生作业的广度与深度显著高于对照班;在学生学习行为方面,实验班提出问题与获取资料等多方面行为都显著高于对照班;在有关学习态度的访谈中,实验班学生表现出更积极的探究与协作。

Project teaching is one of the main teaching modes in present vocational education,but in practice many project teachings take on the phenomenon of deviating from the idea and“being similar in form or appearance but not being alike in spirit”.The theory of knowledge construction emphasizes the principles of promoting the production of students’opinions,cross feeding of collective knowledge,and equal dialogue of community members.The introduction of this theory can promote project teaching into deepening.This paper,with the guidance of knowledge construction theory,has done a transformation and sublimation to the project teaching practice of web design and production of five-year higher vocational education,and found the changes as follows:knowledge construction can promote project teaching to transform from exemplary fixed project to student-generated diversified project,and the scope and depth of experimental class students’works are much higher than comparing class;in the aspect of students’learning behavior,multi aspects of behavior of experimental class like putting forward questions and acquiring materials are higher than comparing class;in the interview of relative learning attitude,experimental class students show much more active exploration and collaboration.