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1、大学本科STEM教育理想实践：一种理想的课程设计,Jeffrey E.FroydTEES Research ProfessorDirector of Faculty and Organizational DevelopmentOffice of the Dean of Faculties and Associate ProvostTexas A&M University,2011高校教师发展国际研讨会东北师范大学,设计过程中包含哪些更富影响力的阶段?,需求分析需求设计,概念设计,具象设计,精细设计,课程设计,家庭作业考试档案袋汇报书面报告课程调查数据,反思/记录课程档案,利用“思考-分享”配对
2、示范、演示写反思讲课模型思维,课程学习结果,先前知识?,你的期望,德克萨斯教学卓越中心,课程设计的理想实践有哪些?,第1:学习结果第2:以小组为单位组织学生第3:设计课内活动以激发学生的学习热情第4:以场景为单位组织学习内容第5:系统化的形成性评价第6:本科生研究第7:组织学生形成学习共同体第8:由教师单向传递向生师互动转变,理想实践1学习结果,高校教师实施起来容易吗？容易，受到强烈支持学生的学习会提高吗？会，有很多实施研究支持这个结果，但还没有对比研究的数据提供了不同于以下陈述的另一种方式：陈述课程所覆盖的内容主题,编写学习结果的指南：使用学习者（学生）作为行动主体，如，学习者能够使用能够描
3、述可观察的结果的动词，如，解决、评估、计划、组织避免使用描述内部心理状态的动词，如，理解、学会、欣赏、估量价值,理想实践1学习结果,人们通常期望STEM毕业生具有以下能力批判性思维自我评估（终身学习的组成部分）综合的、跨学科的思维创新/设计系统思维挑战：这些能力没有用具体的词汇清楚地表征出来,理想实践1学习结果,批判性思维Susan Wolcott,自我评估Alverno College,综合的、跨学科思维(Boix Mansilla&Duraisingh,2007)创新/设计?系统思维?,Boix Mansilla,V.,and Duraisingh,E.D.(2007).Targeted
4、Assessment of Students Interdisciplinary Work:An Empirically Grounded Framework Proposed,The Journal of Higher Education,78(2),215237,理想实践1学习结果,理想实践2以小组为单位组织学生,高校教师实施起来容易吗?容易，受到强烈支持，但高校教师需要新知识和新技能学生的学习会提高吗?会，受到强烈支持，有对比研究和大量的实施研究结果提供了不同于以下陈述的另一种方式：学生个体学习、做事，不断竞争,Springer,L.,Stanne,M.E.,and Donovan,S.
5、S.(1999).Effects of small-group learning on undergraduates in science,mathematics,engineering,and technology:A meta-analysis.Review of Educational Research,69(1),2151.Wage,K.E.,Buck,J.R.,Wright,C.H.G.,and Welch,T.B.(2005).The Signals and Systems Concept Inventory.IEEE Transactions on Education,48(3)
6、,448461Buck,J.R.,and Wage,K.E.(2005).Active and Cooperative Learning in Signal Processing Courses.IEEE Signal Processing Magazine,22(2),7681Crouch,C.H.,and Mazur,E.(2001).Peer Instruction:Ten years of experience and results.American Journal of Physics,69(9),970977Wright,J.C.,Millar,S.B.,Kosciuk,S.A.
7、,Penberthy,D.L.,Williams,P.H.,and Wampold,B.E.(1998).A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence.Journal of Chemical Education,85(8),986992Prince,M.(2004).Does Active Learning Work?A Review of the Research.Journal of Engineering Education,93(3),223231Johnson
8、,D.W.,Johnson,R.T.,and Smith,K.A.(1998).Cooperative Learning Returns to College:What Evidence Is There That It Works?Change,30(4),2635Bowen,C.W.(2000).A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement.Journal of Chemical Education,77(1)
9、,116119Felder,R.M.,Felder,G.N.,and Dietz,E.J.(1998).A Longitudinal Study of Engineering Student Performance and Retention.V.Comparisons with Traditionally-Taught Students.Journal of Engineering Education,98(4),469480Terenzini,P.T.,Cabrera,A.F.,Colbeck,C.L.,Parente,J.M.,and Bjorklund,S.A.(2001).Colla
10、borative Learning vs.Lecture/Discussion:Students Reported Learning Gains.Journal of Engineering Education,90(1),123130Bonsangue,M.(1994).An efficacy study of the calculus workshop model.CBMS Issues in Collegiate Mathematics Education,4,Providence,RI:American Mathematical Society,117137Tien,L.T.,Roth
11、,V.,and Kampmeier,J.A.(2001).Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course.Journal of Research in Science Teaching,39(7),606632Born,W.K.,Revelle,W.,and Pinto,L.H.(2002).Improving Biology Performance with Workshop Groups.Journal of Scie
12、nce Education and Technology,11(4),347 365,理想实践2以小组为单位组织学生,理想实践 2以小组为单位组织学生,这种措施有哪些实例？拼图学习（Jigsaw）伙伴学习（Paired）、出声思维、问题解决团队项目,理想实践3设计课内活动以激发学生学习热情,高校教师实施起来容易吗?容易，受到强烈支持，但高校教师需要新知识和新技能学生的学习会提高吗?会，受到强烈支持，有对比研究和大量的实施研究结果提供了不同于以下陈述的另一种方式：高校教师通过讲授传递学习内容，学生只能在课外活动中接触到富有挑战性的任务,Crouch,C.H.,and Mazur,E.(2001)
13、.Peer Instruction:Ten years of experience and results.American Journal of Physics,69(9),970977.Burrowes,P.A.(2003).A Student-Centered Approach to Teaching General Biology That Really Works:Lords Constructivist Model Put to a Test.The American Biology Teacher,65(7),491502.Laws,P.,Sokoloff,D.,and Thor
14、nton,R.(1999).Promoting Active Learning Using the Results of Physics Education Research.UniServe Science News,13,Retrieved 4 September 2006 from Redish,E.F.,Saul,J.M.,and Steinberg,R.N.(1997).On the effectiveness of active-engagement microcomputer-based laboratories.American Journal of Physics,65(1)
15、,4554.Cummings,K.,Marx,J.,Thornton,R.,and Kuhl,D.(1999).Evaluating innovations in studio physics.American Journal of Physics,67(supplement 1 to no.7),S38S44.Hoellwarth,C.,Moelter,M.J.,and Knight,R.D.(2005).A direct comparison of conceptual learning and problem solving ability in traditional and stud
16、io style classrooms.American Journal of Physics,73(5),459462.Michael,J.(2006).Wheres the evidence that active learning works?Advances in Physiology Education,30,159167.Knight,J.K.,and Wood,W.B.(2005).Teaching More by Lecturing Less.Cell Biology Education,4,298310.Freeman,S.,OConnor,E.,Parks,J.W.,Cun
17、ningham,M.,Hurley,D.,Haak,D.,Dirks,C.,and Wenderoth,M.P.,(2007).Prescribed Active Learning Increases Performance in Introductory Biology.Cell Biology Education,6,132139.,理想实践 3设计课内活动以激发学生的学习热情,理想实践 3设计课内活动以激发学生的学习热情,这种措施实施的实例有哪些?“思考-分享”配对（Think Pair Share）同伴教学(Mazur,1997)一分钟报告(Stead,2005)合作学习结构,Mazu
18、r,E.(1997).Peer Instruction:A Users Manual.Englewood Cliffs,NJ:Prentice Hall.Stead,D.R.(2005).A review of the one-minute paper.Active Learning in Higher Education,6(2),118131.,理想实践 4基于情景组织学习内容,高校教师能实施吗?能，需要花费精力和时间重新设计课程学生的学习会提高吗?会，受到支持，有对比研究和大量的实施研究提供了不同于以下陈述的另一种方式：按照概念递进的逻辑顺序组织学习主题,类别探究学习基于问题的学习基于项
19、目的学习基于挑战的学习 VaNTH 工程研究中心(Cordray,et al.,2003)模型范例活动（Model-eliciting activities）提问导向的教学(Beatty,et al.,2008),不同活动性质有不同场景:活动时长活动中的支持水平(Kirschner,Sweller,Mayer,2004)开发场景的指导,Cordray,D.S.,Pion,G.M.,Harris,A.,&Norris,P.(2003).The value of the VaNTH Engineering Research Center:Assessing and evaluating the e
20、ffects of educational innovations on large educational research projects in bioengineering.IEEE Engineering in Medicine and Biology Magazine,22,4754.Beatty,I.D.,Leonard,W.J.,Gerace,W.J.,Dufresne(2006).Question Driven Instruction:Teaching Science(Well)with an Audience Response System.In Banks,D.A.(ed
21、.)Audience Response Systems in Higher Education:Applications and Cases,Hershey,PA:Information Science Publishing.Kirschner,P.A.,Sweller,J,and Clark,R.E.(2006).Why Minimal Guidance During Instruction Does Not Work:An Analysis of the Failure of Constructivist,Discovery,Problem-Based,Experiential,and I
22、nquiry-Based Teaching.Educational Psychologist,41(2),7586.Mayer,R.E.(2004).Should There Be a Three-Strikes Rule Against Pure Discovery Learning?The Case for Guided Methods of Instruction.American Psychologist,59(1),1419.,理想实践 4基于情景组织学习内容,Prince,M.J.,and Felder,R.M.(2006).Inductive Teaching and Learn
23、ing Methods:Definitions,Comparisons,and Research Bases.Journal of Engineering Education,95(2),123138.Prince,M.,and Felder,R.(2007).The Many Faces of Inductive Teaching and Learning.Journal of College Science Teaching,36(5),1420Dochy,F.,Segers M.,Van den Bossche,P.,and Gijbels,D.(2003).Effects of Pro
24、blem-Based Learning:A Meta-Analysis.Learning and Instruction,13,533568Gijbels,D.,Dochy,F.,Van den Bossche,P.,and Segers,M.(2005).Effects of Problem-Based Learning:A Meta-Analysis from the Angle of Assessment.Review of Educational Research,75(1),2761Vernon,D.T.A.,and Blake,R.L.(1993).Does Problem-Bas
25、ed Learning Work?A Meta-Analysis of Evaluative Research.Academic Medicine,68,550563.Capon,N.,and Kuhn,D.(2004).Whats So Good About Problem-Based Learning?Cognition and Instruction,22(1),6179Farrell,J.J.,Moog,R.S.,and Spencer,J.N.(1999).A Guided Inquiry General Chemistry Course.Journal of Chemical Ed
26、ucation,74(4),570574Lewis,S.E.,and Lewis,J.E.(2005).Departing from Lectures:An Evaluation of a Peer-Led Guided Inquiry Alternative.Journal of Chemical Education,82(1),135139Roselli,R.J.,and Brophy,S.P.(2006).Effectiveness of Challenge-Based Instruction in Biomechanics.Journal of Engineering Educatio
27、n,95(4),311324.,理想实践 4基于情景组织学习内容,理想实践 5通过系统化形成性评价获得反馈,高校教师能实施吗?能，需要花费精力和时间重新设计课程学生的学习会提高吗?会，受到一般性支持，有对比研究和一些实施研究结果提供了不同于以下陈述的另一种方式:注重向学生解释概念和过程，学生很少有机会表现,“近来有评论(Black and William,1998)指出，如果能够恰当应用课堂形成性评价，它将会对学习产生积极的影响.如果学生在反馈中得到了更为细致的评价结果和其今后学习的建议，他们会学得更多”(National Research Council,2001)National Rese
28、arch Council(2001).Knowing What Students Know:The Science and Design of Educational Assessment.Washington,DC:National Academies Press.Black,P.,&Wiliam,D.(1998).Assessment and Classroom Learning.Assessment in Education:Principles,Policy&Practice,5(1),774.,理想实践 5通过系统化形成性评价获得反馈,形成性反馈的方法课堂评价技术(Angelo Cr
29、ouch&Mazur,2001)Angelo,T.A.,&Cross,P.K.(1993).Classroom Assessment Techniques:A Handbook for College Teachers(Second ed.).San Francisco,CA:Jossey-Bass.Stead,D.R.(2005).A review of the one-minute paper.Active Learning in Higher Education,6(2),118131.Fies,C.,&Marshall,J.(2006).Classroom Response Syste
30、ms:A Review of the Literature.Journal of Science Education and Technology,15(1),101109.Mazur,E.(1997).Peer Instruction:A Users Manual.Upper Saddle River,NJ:Prentice HallCrouch,C.H.,and Mazur,E.(2001).Peer Instruction:Ten years of experience and results.American Journal of Physics,69(9),970977,理想实践 5
31、通过系统化形成性评价获得反馈,理想实践 6本科生参与研究,高校教师能实施吗?有小部分能，一对一的关系需要某些重要资源，其他模式也许会提供更多的学生参与的机会学生的学习会提高吗?会，受到一般性支持，有一些实施研究结果，但没有对比研究结果提供了不同于以下陈述的另一种方式:学生只是解决教科书上各个章节结尾部分提供的问题,Seymour,E.,Hunter,A.-B.,Laursen,S.L.,and Diatonic,T.(2004).Establishing the Benefits of Research Experiences for Undergraduates in the Science
32、s:First Findings from a Three-Year Study.Science Education,88,493534.Lopatto,D.(2004).Survey of Undergraduate Research Experiences(SURE):First Findings.Cell Biology Education,3,270277.Hunter,A.-B.,Laursen,S.L.,and Seymour,E.(2007).Becoming a Scientist:The Role of Undergraduate Research in Students C
33、ognitive,Personal,and Professional Development.Science Education,91,3674.Russell,S.H.,Hancock,M.P.,and McCullough,J.(2007).Benefits of Undergraduate Research Experiences.Science,316,548549.,理想实践 6本科生参与研究,学习共同体:一个或多个结构性的（教学意义上的）机制，帮助学生建立各个课程之间的联系建立概念、观点、技能和技巧等的关联与联系建立社会性关联“在高等教育中，课程学习共同体是在一定的学习期间内，通过
34、一个跨学科的主题将一大帮学生聚集并联系在一起的群体。建立课程学习共同体的方法有很多，但所有的课程学习共同体都是为了重整学习时间、学分、学习体验而建立的包括师生关系、生生关系、各学科间的关系的共同体。”(),理想实践 7组织学生形成学习共同体,高校教师能实施吗?能,但需要系内或跨系之间的教师合作，单个教师无法实施学生的学习会提高吗?会，受到一般性支持，有一些对比研究结果和实施研究结果提供了不同于以下陈述的另一种方式:S学生分成不同的组，参与不同的课程，课程与课程之间没有建立概念间的联系，课程与课程之间也不建立关联,理想实践 7组织学生形成学习共同体,Froyd,J.,and Ohland,M.(
35、2005).Integrated Engineering Curricula,Journal of Engineering Education,94(1),147164.Taylor,K.,Moore,W.S.,MacGregor,J.,&Lindblad,J.(Eds.).(2003).Learning Community Research and Assessment:What We Know Now.Olympia,WA:The Evergreen State College,Washington Center for Improving the Quality of Undergrad
36、uate Education,in cooperation with the American Association for Higher Education.Smith,B.L.,MacGregor,J.,Matthews,R.,and Gabelnick,F.(2004).Learning Communities:Reforming Undergraduate Education.San Francisco,CA:Jossey-Bass.,理想实践 7组织学生形成学习共同体,要求学生主动与教师建立联系，并能利用多种沟通渠道保持联系高校教师能做到吗?能,要想有更多学生注册某门课程可能更富挑战性学生的学习会提高吗?也许会，有些实施研究结果，但对比研究鲜为人知有关师生关系的价值的文献会对此结论提供证据支持提供了不同于以下陈述的另一种形式:等待学生来向教师提问,理想实践 8由教师单向传递向生师互动转变,
