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首页> 外文期刊>Educational Technology Research and Development >Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: classroom management problems for prospective teachers
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Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: classroom management problems for prospective teachers

机译：设计和实施基于案例的学习环境，以增强结构不良的问题解决能力：准教师的课堂管理问题

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摘要

This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms. To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential, challenge, and implications of the CBL-CMPS are discussed.
机译：这项基于设计的研究旨在实现两个目标：（1）建立可行的基于案例的教学模型，以增强大学生不适当地解决问题的能力，（2）实施该模型以提高师范生的真实感。解决世界问题的能力，以解决小学课堂中执业教师所面临的困境。为了实现这些目标，基于乔纳森（在：Reigeluth（ed。）教学设计理论和模型：教学理论的新范式，1999年）开发了一个基于案例的在线学习环境，用于课堂管理问题解决。建构主义的学习环境模型和结构不良的问题解决的一般过程（1997）。连续进行的两项研究（在修订CBL-CMPS的同时测试了CBL-CMPS的有效性）显示，CBL-CMPS的各个组件分别促进了结构不良的问题解决能力，并且CBL-CMPS作为解决方案整个学习环境在一定程度上有效地解决了结构不良的问题解决中的学习转移。讨论了CBL-CMPS的潜力，挑战和启示。

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