【作 者】：
朱 龙， 付道明
【关 键 词 】：
问题解决能力； 问题支架； 翻转课堂； 学习支架
【栏 目】：
课程与教学
【中文摘要】：
解决复杂情境中的问题是21世纪人才应具备的重要能力。翻转课堂作为一种聚焦问题解决的学习模式离不开有效的问题支架，但应用何种类型的问题支架以及如何应用问题支架仍有待进一步研究。在此背景下，通过文献述评、课堂观察、案例分析，借鉴问题支架认知分类观以及问题解决过程四阶段观点，构建了面向翻转课堂的课前“过程提示—细化提示—反思提示”问题支架、课中“问题表征—方案制订—方案分析—监控评价”问题支架以及课后混合的问题支架应用框架，并在小学三年级的信息技术课堂中开展准实验研究，分别从学习成绩、问题解决能力、学习态度三个方面进行了效果检验。结果显示：相对于控制组，实验组学生在学习成绩和问题解决能力表现方面较为优异，并且差异显著，实验组学生对使用问题支架持有积极的态度。
【英文摘要】：
Solving problems in complex contexts is a crucial skill in the 21st century. Flipped classroom, as a learning mode focusing on problem solving, cannot work without effective problem prompts. However, what kinds of problem prompts to use and how to use them need to be further studied. Through literature review, observation and case analyses, this paper, based on the cognitive classification of problem prompts and the four stages of problem- solving process, constructs a framework of "process prompt - refinement prompt - reflection prompt" before class and a framework of "problem characterization - program formulation - program analysis - monitoring and evaluation" in class and the application framework of the mixed problem prompts after class for flipped classroom. In addition, a quasi-experimental study was carried out in the information technology classroom in Grade 3 in a primary school. The results show that compared with the control group, the students in the experimental group are superior in academic performance and problem- solving ability, and the difference is significant. The students in the experimental group have a positive attitude towards the use of problem prompts.