PBL(Project-Based Learning)理念融入高职劳动教育的价值意蕴与实践路径

劳动是人维持自我生存和自我发展的唯一手段,劳动教育是推进立德树人根本任务及提升人才培养质量的重要载体。然而教材体系不够成熟、课程体系不够健全、评价体系不够完善是当前高职劳动教育存在的突出问题。将PBL(Pro-ject-Based Learning)项目式教学理念融入劳动教育,契合高职人才培养目标,有助于提高师生参与的积极性,促进劳动教育效果提升。对此,在推进PBL教学理念融入劳动教育教学过程中,加强顶层设计明确目标,聚焦职教特色融通资源,项目驱动理实教育一体化,量身定制项目化测评体系,切实培养好学生的劳动意识、劳动思维、劳动能力。

Project-based Language Learning: an Activity Theory Analysis in SOE Language Learning

This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.

Alternative Assessment in an EFL Project-based Learning Context: Perceptions and Correlations

This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.

Development of Fundamental Competencies for Working Persons Through Project-Based Learning

Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.

To Cultivate Outstanding Software Engineer Based on Project-based Learning

This thesis sketches the connotation of project-based learning and introduces the basis on which project-based learning is practiced and applied in school of software as well as the plan of further practicing project-based learning.At the same time,this thesis also discusses application of project-based learning in "education and cultivation plan of excellent engineer".

Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"

Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.

Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson

Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.

美国图书馆青少年创客教育Learning Labs项目研究

美国图书馆青少年创客教育Learning Labs项目以连接式学习理论为构建原理,提倡同伴互助的学习文化,通过青少年亲自参与设计的学习项目,开展青少年21世纪核心技能及创造力的培育。图书馆应通过参与建立健全创客教育导师发展机制,深化发展创客教育与个人价值、社会发展相衔接的实践机制,架构创客教育发展的社会联动机制,为青少年提供顺应创客教育发展的生态化学习系统。

A Project-Based Assessment Model for Higher Vocational College Eng⁃lish Speaking Teaching

This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carried out.A scoring rubric around content,pronunciation,language and PPT use was developed.Both quantitative and qualitative approaches were employed.The overall results show that the new project-based assessment model has been proved effective in evaluating students’project outcomes.

Applying Fuzzy Rule-Based System on FMEA to Assess the Risks on Project-Based Software Engineering Education

Project-based learning has been in widespread use in education. However, project managers are unaware of the students’ lack of experience and treat them as if they were professional staff. This paper proposes the application of a fuzzy failure mode and effects analysis model for project-based software engineering education. This method integrates the fuzzy rule-based system with learning agents. The agents construct the membership function from historical data. Data are processed by a clustering process that facilitates the construction of the membership function. It helps students who lack experience in risk assessment to develop their expertise in that skill. The paper also suggests a classification technique for a fuzzy rule-based system that can be used to judge risk based on a fuzzy inference system. The student project will thus be further enhanced with respect to risk assessment. We then discuss the design of experiments to verify the proposed model.

An Arduous but Hopeful Journey:Implementing Project-Based Learning in a Middle School of China

The main purpose of this study is to investigate the lived experience of teachers from one middle school in East China who implemented project-based learning(PBL)in their classes.A sample of 22 grade 6 and 7 teachers participated in this research between September 2008 and June 2010.Data were collected from multiple sources including field notes of classroom observation,transcripts of semi-structural interviews and workshop audiotapes.It reveals that teachers were struggling with the roles they should play and in particular with how to effectively facilitate students’project work.However,they also creatively reconceptualized the new curriculum from their own perspectives and brought their students unique and diverse learning experiences.These struggles and reconceptualizations are believed to be the result of teachers’evaluative,identifying and pedagogical culture-cognitions.

A Curriculum Report on Teachers as Decision-maker

Curriculum design is an aspect of education profession which focuses on developing curricula for students.Educators will take many factors in consideration when design a curriculum.In practical teaching,teacher as decision makers to design an appropriate curricu lum and teaching activities play an important part in the whole teaching and learning.Many classroom teachers are working with students of different levels of ability,and they need to be able to adjust the curriculum to keep all of the students engaged and learning.It may also be necessary to change the pace of a curriculum to deal with problems as they arise.The essay analyse five parts in designing the curriculum as a teacher decision maker and get a conclusion according to the whole analysis course.

知行创融合的创客教育学习活动序列化设计

本研究依据学生学习规律,利用解释结构模型法,构建有效的创客教育学习活动序列,促进学生理论知识、实践能力和创新品质的融合发展。为此,文章首先提出创客教育学习活动的序列化设计,明确其在倡导学习进阶、凸显综合化教学理念、强化学生学习规律方面的重要作用;然后利用解释结构模型法,分析与选取学习活动,构建学习活动序列化模型,并在实践中明确其应用策略、验证其设计效果。文章最后提出了几点展望,包括拓展多元活动空间,促进知行创融合目标的达成;应用科学和人文相结合的方法,培养量智和性智合一的“集大成者”;平衡个体与群体学习活动间的关联,促进个体创新与集体智慧共生;坚持预设性和创生性协调统一,构建学习活动序列化实践的循环生态。

基于Maker的三维打印技术在通用技术学具开发中的应用

文章基于Maker(创客)的三维打印技术在通用技术学具开发中的优势,结合教育实践,分析基于三维打印技术的通用技术学具开发设计的流程与原则,并从结合教学重点制作学具、多功能演示性学具的开发应用两方面入手,阐述面向Maker与三维打印技术的通用技术学具的应用途径。

基于SPOC的创客教育在护理硕士研究生实践教学中的应用研究

目的:探讨基于小规模限制性在线课程(SPOC)的创客式教育在护理硕士研究生实践教学中的应用效果。方法:便利抽取山西省某医科大学护理学院2021级护理硕士研究生103人为研究对象,采用随机数字表法分为观察组与对照组,对照组实践教学采用传统教学方法,观察组实践教学采用基于SPOC的创客教育,教学前后采用护理学生自主学习能力量表、中文版批判性思维倾向量表对两组学生自主学习能力及批判性思维能力进行测评。结果:教学后,观察组学生自主学习能力总分[(48.87±7.23)分]高于对照组[(43.92±6.94)分],批判性思维能力总分[(283.55±17.86)分]高于对照组[(268.86±19.03)分],两组比较差异均有统计学意义(P<0.001)。结论:创客教育用于护理硕士研究生实践教学中,有助于提高学生自主学习能力与批判性思维能力。

基于创客学习发生机制的成果导向和创客教育融合研究

数字技术、新媒体加速了传统教育范式的转变,教育形态的大融合势在必行。对各学科领域的知识结构要从社会政治、经济、文化的角度深层次超学科一体化重构。创客教育因材施教,培养多元化人才和全面发展的人,为推进超学科整合现行教育体系是一种思路;同时,有利于扩大高校毕业生灵活、高质量就业。创客教育侧重培养学习者创新知识结构与思维、创业品质的过程导向;成果导向教育侧重知识、技能及职业能力,两者在教育教学中具有互联性。

中小学创客与STEAM教育区域协同发展实践研究

成功的创客教育与STEAM教育协同发展模式,对于学生自主学习、知识迁移、实践创新能力和跨学科思维水平的培养大有益处。但其在实践中仍存在师资力量缺口较大、学习评价方式比较单一、教学场地设备参差不齐等问题。通过调研走访的方式,从师资力量、教学内容、教学方式、学习评价、场地设备、竞赛获奖等六个维度,了解山西省汾阳市中小学创客与STEAM教育协同发展情况,并以禹门河小学基于“学科大概念”的主题式教学和汾阳中学基于计算思维培养的项目式学习为例,提出对创客与STEAM教育协同发展的未来展望:政府和社会层面应加强基础设施建设和支持力度,从课标培训、师资建设、科学评价、教学改革等四个方面发力,并与信息科技课程接轨,培养具有创新实践能力的跨学科、多领域交叉的综合型人才。

创客教育理念下初中物理项目式学习的实践研究

从创客教育理念出发,以项目化学习为载体,探索促进学生物理学科核心素养发展的有效途径.阐释了初中物理项目式学习的设计策略和实践成果——“创物”项目、“创案”项目和“创意”项目,并以“我的乐器我做主”为例展示设计和实践的具体细节,从学业成绩和师生反馈来看初具成效.

Construction and Practice of a Practical Teaching System for Normal Universities Based on Ability Cultivation

This study aims to explore the effect of project-based teaching methods on improving students’ abilities in normal universities. This study delves into the practice teaching system based on ability training implemented in normal universities, examining the application of this teaching model in teacher education and the potential challenges it may encounter. Our case study reveals that the Project-Based Learning (PBL) approach can effectively transform students from passive recipients of knowledge into active problem solvers, thereby enhancing their critical thinking, problem-solving, teamwork, and communication skills. However, challenges do exist, including ensuring active participation from all students, providing equal opportunities for each student to develop and showcase their abilities, and completing complex projects within a limited timeframe. Therefore, teachers may need to adjust their teaching strategies, and schools need to provide more resources and support. These adjustments can help the practice teaching system based on ability training better serve teacher education and offer students a higher-quality educational experience.

技术支持的基于创造的学习——美国中小学创客教育的内涵、特征与实施路径

近年,技术的快速发展、制造材料的不断丰富及应用成本的逐渐降低,为人们自己动手设计、制作与创造产品提供了更多可能,也推动了美国"创客行动"的兴起与发展。自2013年以来,美国越来越多的中小学开始加入"创客行动",实施"创客教育",将"基于创造的学习(Learning by Making)"视作学生真正需要的学习方式。本研究通过对美国中小学实施创客教育的理论研究成果及实践案例的分析,旨在对美国中小学创客教育的内涵、特征与实施路径进行梳理与总结。研究表明:美国中小学"创客教育"认为"基于创造的学习"是人类最基本的学习方式,创造是学习的途径,创造的产品即学习成果;全人发展是创客教育的根本目标,主要通过学生全身心投入到独立或协同创造进程得以实现;技术支持对于创客教育不可或缺,同时技术产品又可成为创造的目标指向。教育目标、情境及资源的整合性,学习过程与教学方式的开放性,教育过程的专业化是美国中小学创客教育的三大关键特征。此外,美国中小学创客教育的实施主要依托于精心设计的创客项目,教师对学生创造过程的专业化指导,以及来自政策、资金、人力、物力等多维度的支持。