项目式学习中的驱动性问题:学科差异与质量提升

Driving Problem of Project-based Learning:Discipline Differences and Quality Promotion

对中小学项目式学习驱动性问题进行分析,结果发现,人文学科和自然学科在驱动性问题的真实性、情境的多样性、知识综合或概念化程度、问题的挑战性和跨学科素养五个维度上均有差异。建议:项目式学习的驱动性问题必须指向学科核心概念,项目式学习驱动性问题的设计应逐渐淡化学科边界,项目式学习驱动性问题的设计依赖系统的培训。

This paper analyzes the driving problem of project-based learning at primary and secondary schools,and discovers the distinctive differences between liberal arts and sciences in five dimensions:the authenticity of problems,the diversity of situations,the degree of knowledge integration or conceptualization,challenges of the problem,and cross-disciplinary competence.It also gives some suggestions:the key to the driving problems of project-based learning must point to the core concepts of the discipline;the design of project-based learning should gradually weaken the discipline boundaries and put an emphasis on the systematic training.