【作 者】：
常咏梅， 李馥蕙， 危齐敏
【关 键 词 】：
教育硕士； 基于PBL的混合学习； 从师专业素养
【栏 目】：
学科建设与教师发展
【中文摘要】：
教育硕士培养中存在知识本位导向，理论与教育教学实践脱节的现象。研究目的是借鉴活动理论指导教学设计的核心观点，结合项目学习和混合学习的优势构建了基于PBL的混合学习活动设计，具体包括设计学习主题、确定学习目标、设计驱动性问题、制定评价计划和设计活动过程。运用准实验研究的方法，研究在X大学两届现代教育技术教育硕士的专业课程“信息技术课程教学设计与实施”中进行。通过对照组和实验组的数据对比，发现实验组教育硕士的从师信念、从师情感、从师专业知识和从师专业能力均得到了不同程度的提升。研究证实了基于PBL的混合学习活动在拓展学习时空的基础上能够提升教育硕士的从师专业素养，为教育硕士的培养研究提供了实践参考。
【英文摘要】：
In the training of Master of Education (MEd), there exists a phenomenon of knowledge-based orientation and disconnection between theory and teaching practice. The purpose of this study is to construct a PBL-based blended learning activity design by drawing on the core view of activity theory guiding instructional design and combining the advantages of project-based learning and blended learning. Specifically, it includes designing learning themes, determining learning objectives, designing driving questions, developing evaluation plans and designing activity processes. A quasi-experimental research is carried out in the course "Teaching Design and Implementation of Information Technology" for two terms of Master of Education in Modern Educational Technology at X University. Through the comparison of the data between the control group and the experimental group, it is found that the beliefs, emotions, professional knowledge and professional abilities of the Master of Education in the experimental group have been improved in different degrees. The research confirms that PBL-based blended learning activities can improve the professionalism of Master of Education in teacher training based on expanding learning time and space, which provides a practical reference for the cultivation of Master of Education.