基于项目的学习作为21世纪技能和学生参与数学课堂的催化剂
Nadia Rehman1, Xiao Huang1, Amir Mahmood1
1College of Education, Zhejiang Normal University, Jinhua, Zhejiang, China.
Heliyon
|December 11, 2024
概括
基于项目的学习 (PBL) 显著提高了21世纪的技能,如高中数学中的协作和批判性思维. 这种教学方法促进了积极的学习和对主题的积极态度.
科学领域:
- 教育心理学教育心理学
- 课程开发 课程开发
- 教学设计的教学设计.
背景情况:
- 传统的学术知识本身对于21世纪的成功是不够的.
- 21世纪的技能对于学生的未来竞争力至关重要.
- 基于项目的学习 (PBL) 是一种可以培养这些能力的教学方法.
研究的目的:
- 构建和分析PBL框架,将21世纪技能纳入高中教育.
- 评估PBL在提高特定学生能力和态度方面的有效性.
- 通过统计分析验证拟议的PBL框架.
主要方法:
- 一个调查问卷,从广泛的文献综述中开发出来,被管理到十所政府经营的女生高中的学生.
- 使用动量结构分析 (AMOS) 软件使用确认因素分析 (CFA) 和结构方程建模 (SEM).
- 为框架验证,计算了包括千平方值,修改指数,标准化估计和异种-单种比率 (HTMT) 在内的统计指标.
主要成果:
- 该PBL框架显著提高了学生的协作学习,解决问题的能力和批判性思维能力.
- 当使用PBL方法进行教学时,学生对数学表现出更积极的态度.
- 证实了差异性有效性 (HTMT < 1),表明了独特的构造,并且在PBL和教育成果之间发现了中等至显著的相关性.
结论:
- 该研究验证了构建的PBL框架在促进21世纪技能方面的有效性.
- PBL显著调解了协作学习,解决问题,批判性思维和数学态度的改进.
- 这些发现倡导采用PBL作为一种前性教育策略,以促进积极学习和学生参与.
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