Implementing Technology Education Problem-Solving Activities
Implementing Technology Education Problem-Solving Activities
复制标题
实施技术教育解题活动
DOI：
--
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
V. DeLuca
中科院分区：
文献类型：
--
作者：
V. DeLuca
教学生如何解决问题是教育的一个重要目标，工业艺术/技术教育在为发展这些技能提供环境方面有着悠久的历史。技术教育和问题解决的一致性是基于这样一个事实，即技术在许多方面都是问题解决的产物。技术问题需要应用来自许多不同学科的知识，实验室提供了开发和测试解决方案的媒介。格林菲尔德（Greenfield，1987，第20页）认为，学生不能仅仅通过解决问题的练习、操练或渗透来获得思维技能。解决问题的活动必须实施精心策划，以确保预期的学生成果。课程规划必须仔细考虑问题解决教学的目标，一项活动如何与目标相适应，以及最有利于实现目标的教学风格。此外，在考虑解决问题活动的价值时，产品和过程之间存在差异。珀金斯（Perkins，1986，第7页）警告说，不要只关注我们生产的产品，而只是间接地关注我们生产产品的过程。具体来说，就是如何循序渐进地达到目标。解决问题的本质是应用知识和过程，从而找到解决方案。像任何技能一样，问题解决者必须获得与问题相关的知识，处理这些知识所需的思维技能，以及识别和应用适当过程以获得解决方案的能力。
Teaching students how to solve problems is an important goal of education and industrial arts/technology education has had a long history of providing an environment for developing these skills. The congruence of technology education and problem solving is based on the fact that technologies are, in many ways, a product of problem solving. Technological problems require the application of knowledge from many different disciplines and the laboratory provides a medium to develop and test solutions. Greenfield (1987, p. 20) suggests that students do not acquire thinking skills simply by practice in problem solving, drill, or osmosis. Problem-solving activities must be implemented with careful planning to insure intended student outcomes. Curriculum planning must involve careful consideration of the goals of problem-solving instruction, how an activity fits in relation to the goals, and the teaching style that would best facilitate goal attainment. Also, there is a difference between the product and the process when considering the value of problem-solving activities. Perkins (1986, p. 7) cautions against focusing on the products we produce and only indirectly the process by which we produce them. Specifically, how to proceed in a stepwize fashion to reach a goal. The essence of problem-solving is the application of knowledge and process that leads to a solution. Like any skill, the problem solver must acquire knowledge related to the problem, thinking skills needed to process this knowledge, and the ability to identify and apply appropriate processes to reach a solution.