【作 者】：
汪 海 燕
【关 键 词 】：
实践创新能力； 概念模型； 教育技术专业； 培养策略； 工作室
【栏 目】：
学科建设与教师发展
【中文摘要】：
在全球性教育变革浪潮的驱动下，培养具有专业实践创新能力的大学生已成为教育的诉求。针对目前培养过程中普遍存在的缺乏系统性、精准性等问题，文章在分析专业实践创新能力内涵、要素的基础上，构建了基于知识理解、模仿应用、综合实践和迁移创新的专业实践创新能力表现及其发展水平的概念模型，并以此为依据，形成了案例教学与工作室实践相结合的全实践培养模式。研究表明，通过案例分析、项目实践等方式，在激发学习热情的同时，能够帮助学生用已有的经验和知识理解专业实践情境、确定问题并找寻适切解决策略，推进学生“基础—模仿—综合—创新”能力链的形成，提升专业实践创新能力，还能够引导学生在工作室实践中进行知识体系缺陷自我评估，支持教师对案例选择、指导策略等的反思和改进。
【英文摘要】：
Driven by the global wave of educational reform, it has become an ideal demand of education to cultivate college students with the innovative capacity of professional practice . Responding to the lack of systematization and precision in the current training process, this paper, after analyzing the connotations and elements of the innovative capacity of professional practice, constructs a conceptual model of the performance and development level of the innovative capacity of professional practice based on knowledge understanding, imitation application, comprehensive practice and migration innovation, and further forms, which leads to a whole-practice training model combining case studies and studio practice. The research shows, through case analysis and project practice, this model can not only inspire learning enthusiasm, but also help students to understand professional practice situations, identify problems and find appropriate solutions by using their existing experience and knowledge, promote the formation of a "foundation - imitation - synthesis - innovation" chain of students' ability and improve their innovative capacity of professional practice . It can also guide students to conduct self-assessment of knowledge system defects in studio practice, and support teachers to reflect and improve case selection and coaching strategies, etc.