美国“碳时代”项目式学习案例的分析与启示

Analysis and Inspiration of Project-Based Learning Cases in the“Carbon Time”of the United States

项目式学习最早起源于美国,在全球范围内被广泛研究和实践,对学生核心素养的发展有显著促进作用。选取美国“碳时代”项目式学习案例进行分析,得出其特点:基于NGSS多维整合的跨学科跨学段项目目标、驱动性问题指向具体现象的科学解释、项目活动依照科学探究模型设计并提供脚手架、借助过程性反思活动进行模型的迭代、以探究思路方法为主要测查目标的前后测。在此基础上提出对我国项目式学习的启示:以真实问题解决的需要自然融入多学科知识、使用更具象化的驱动性问题、适当增加项目活动时间与项目时长、采用大概念统摄下的支架式教学方式、增加学生的自我反思评价活动、提供同类型问题以巩固解决问题的思路等。

Project-based learning originates in the United States and has been widely studied and practiced globally,and has been proved for significantly promoting the development of students’core competencies.This study selects a project-based learning case called“Carbon Time”in the United States for analysis,and identifies its characteristics:the cross-age and interdisciplinary objectives are designed based on NGSS,the scientific explanation of driving questions points to specific phenomena,project activities are designed according to scientific exploration models and provides scaffolds for students,and the model iteration bases on reflective activities process,pre and post testing with research ideas and methods as the main testing objectives.On this basis,the inspiration for project-based learning in China is proposed:naturally integrating multidisciplinary knowledge with the need for real problem solving,using more concrete driving problems,appropriately increasing project activities time and project duration,using more scaffolds in teaching under the control of big ideas,adding more students’self-reflection and evaluation activities,providing similar types of problems to consolidate ideas for solving problems,etc.