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认知能力在基于项目的教学中的作用:一种混合方法研究
1Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
教师的空间能力对于有效的基于项目的教学至关重要. 这种认知技能增强了规划和概念理解,为基于项目的学习环境中教师发展提供了新的见解.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 教师教育教育的教师教育.
背景情况:
- 认知能力是复杂任务执行的基础.
- 教师在基于项目的教学中的认知能力的具体作用仍然未被充分探索.
- 基于项目的教学需要复杂的规划和执行,可能受到认知技能的影响.
研究的目的:
- 研究教师的认知能力与基于项目的教学效率之间的关系.
- 确定哪些特定的认知能力最能预测基于项目的教学中的成功.
- 探索基于项目的教学计划中的认知能力的实际表现.
主要方法:
- 一个混合方法设计,结合了定量和定性方法.
- 研究1:对62名小学教师进行定量回归分析,评估认知任务 (创造力,对象细节记忆,空间能力,语言能力) 和基于项目的教学.
- 研究2:质量探索性案例研究,检查两个不同空间能力的教师的教学计划.
主要成果:
- 空间能力显著预测基于项目的教学能力,独立于人口和经验变量.
- 具有较高空间能力的教师在以项目为基础的教学中表现出优秀的图表,抽象概念和总体规划的使用.
- 定性分析显示,在教学计划中,更深层次的数学理解与更高的空间能力有关.
结论:
- 教师的空间能力是有效的基于项目的教学的一个重要因素.
- 空间能力影响了基于项目的学习活动的概念化和规划.
- 研究结果表明,空间能力培训可以成为开发基于项目的教学专业知识的宝贵组成部分.
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