政治经济学课程“问题解决教学模式”的实践

以现代教学理论和信息技术理论为基础,从政治经济学课程教学的全过程,对问题解决教学模式的实践做一个初步的分析和探讨。包括问题解决教学模式的内涵、实施过程及其效果分析,以确立学习者在问题解决过程中的主体地位．推进课程教学模式的改革。     

Individual differences: A third component in problem-solving instruction

Present research in problem solving appears to be primarily concerned with problem-solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem-solving methods and extent of knowledge). A viable theory of problem-solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem-solving success in junior high school students with extreme scores on Witkin's field independence-field dependence measure of cognitive style. Problem-solving protocols are examined as a second source of data. Field independent students significantly out-performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students.     

The effects of experience grouping on achievement, satisfaction, and problem-solving discourse in professional technical training

When a course designed around cooperative, problem-centered instruction attracts learners with a wide range of experience in the topic, should learners be grouped heterogeneously or homogeneously in terms of their relative expertise? In this study, learners were randomly distributed between the two types of groups; learning gains, satisfaction, and problem-solving discourse were compared. Overall, no significant differences were found between heterogeneous and homogeneous groups. However, groups solving relatively ill-structured problems exchanged significantly more elaborated explanations than groups solving relatively well-structured problems.     

A nurturing and problem-solving approach for abuse-prone mothers

This paper reports on a series of treatment programs for abuse-prone mothers. The basic premise was that abusive mothers could not nurture their children because they had never been nurtured themselves. Therefore, the first requisite was that they be given to without being asked to give back. Hairdressing was chosen as a socially acceptable way to touch, and thus physically nurture adults, as it is considered neither infantile nor sexually questionable. The first group demonstrated that this type of nurturing was helpful in creating a prosocial support network for isolated mothers. However, when problem-solving activity was substituted for nurturing in an attempt to foster the mothers' coping skills, the group disintegrated. The second group was designed to maintain the nurturing element while using group-generated crises to teach problem-solving skills. Findings from the third and fourth groups confirmed the value of this combination, as it did the importance of providing support to staff (professionals and volunteers) in their work with people whose needs are “like bottomless pits” [3]. Expert consultation on the effective use of the small group process to meet these needs was also established as necessary.     

Metacognitive factors in scientific problem-solving strategies

The aim of this study on 42 seventh graders (ages 12–13) was to determine whether and to what extent students’ metacognitive level is linked to their conceptualization and performance in problem solving at school, especially science problems. This hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two indexes were devised for the study: an index of metaknowledge about classroom learning, and an index of metacognitive monitoring in relation to task difficulty on a non-academic problem. These two indexes were related to the students’ intelligence test scores and solving strategies on electricity problems. The results showed that (1) the metaknowledge level was more closely tied to crystallized intelligence (Gc), and (2) metacognitive monitoring was more closely associated with fluid intelligence (Gf). Moreover, both metacognitive indexes were strongly linked to scientific problem-solving strategies (correlations around .50).     

加拿大的问题解决教学

本文介绍了问题解决教学的指导思想,及加拿大问题解决教学的有关情况,如师资培训、教材、问题解决的原则,及问题解决课堂教学过程,可供参考.     

Teacher learning on problem-solving teams

Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.     

A training model in consultation

An investigation of the teachability of 11 consultation-related skills was conducted. Thirty-two subjects, all students in graduate reading courses at The Ohio State University, participated in the study—16 in a control group and 16 in an experimental group. A Solomon Design (Solomon, 1949) was employed. Experimental group subjects participated in a six-session workshop that provided training in the 11 consultation skills. The control group received no such training. A factor analysis of the data yielded two significant factors. One factor loaded highest on the verbal consultation variables, and the second factor loaded highest on the nonverbal consultation variables. Therefore, Factor I was named “Verbal Consultation,” while Factor II was named “Nonverbal Consultation.” Four analyses of variance were completed, using the two factors. The primary conclusions of the analyses of variance were that the experimental group subjects significantly outperformed the control group subjects in Verbal Consultation on the posttest (p<.05), but the experimental and control groups did not differ significantly in Nonverbal Consultation on the posttest. Suggestions for further research in the area of consultation are given.     

Designing computer software for problem-solving instruction

The purpose of this article is to identify factors that might influence the effectiveness of computer software designed to teach problem solving. Problem solving is defined and the research literature related to the acquisition of problem-solving abilities and the capabilities of computers for delivering problem-solving instruction are reviewed. The factors critical to the acquisition of problem-solving abilities and the attributes of computers that make them potential tools in problem-solving instruction are identified. These items are synthesized into a list of factors that are expected to influence the effectiveness of computer software designed to teach problem solving.     

Classification and evaluation of problem-solving tasks

Problem-solving tasks are classified on the basis of four task characteristics (ambiguity, number of solutions, complexity, and experience), three process categories (preparation, production, and evaluation), and four general outcome categories (number of solutions, time to solution, quality, and process measures). The classification scheme is compared with recent attempts to define “ideal” characteristics of measures, and seven general criteria are proposed for evaluating problem-solving tasks. Twelve categories of tasks commonly used in research are classified and evaluated. Concept identification, switchlight problems, verbal mazes, and simulations are concluded to be tasks that most closely satisfy all evaluation criteria, although each has some problems. Implications for improvement of measures of problem-solving are indicated.