王路路1 黄渊博2,3 蒋淑琪4 郑晓丽1
（1.温州大学 教育技术学系 温州大学STEM教育研究所，浙江 温州 325035；2.韩国全南国立
大学 师范大教育学系，韩国 光州 500757;3.温州肯恩大学，浙江 温州 325060；4.仙居县
盂溪中学，浙江 台州 317300）
【摘 要】目前项目式教学法（PBL）已广泛应用于各个学科，然而现有的PBL教学实践普遍存在小组合作形式
化、成员合作意识淡薄等现象，极大地影响了学生问题解决的成效。如何帮助学习者提高问题解决能力是目前存
在的一个关键且具有挑战性的问题。六顶思考帽以“帽子”形象化的比喻引领学生“平行思考”，让学生混乱的
思维变得清晰，为人际沟通提供了操作框架，使得团体中无意义的争论变成集思广益的创造，极大地提高了问题
解决效率。本研究借助六顶思考帽为小学信息技术PBL教学提供支架来提高学生的问题解决能力与协作编程能力。
本研究以61位小学五年级学生为被试对象，开展“Scratch编程”课程的PBL教学实验，并将基于六顶思考帽的PBL教
学模式和传统PBL教学模式分别在实验班和对照班实施。数据结果表明，基于六顶思考帽的PBL教学模式较之传统
的PBL教学模式能够显著提高学生的问题解决能力和协作编程能力。本研究为今后开展有效的PBL教学提供了教学
策略的参考，为今后开展关于问题解决能力、协作编程能力培养的相关研究提供了方法启示。
【关键词】六顶思考帽；问题解决能力；协作编程能力；PBL
The Impact of Six Thinking Hats on Students’ Problem-Solving and Collaborative Programming
Competence: A Case Study of PBL Teaching in Scratch Programming in Primary School
WANG Lulu1, HUANG Yuanbo2,3, JIANG Shuqi4
and ZHENG Xiaoli1
(1. Research Institute of STEM education, Department of Educational Technology, Wenzhou University, Wenzhou 325035, China; 2. Department of
Education, Chonnam National University, Gwangju 500757, Korea; 3. University of Wenzhou-Kean, Wenzhou 325060, China; 4. Yuxi High School,
Taizhou 317300, China)
Abstract: PBL teaching method has been widely used in various subjects whereas its existing practices generally show formalization of
group cooperation and weak cooperation consciousness, which greatly affects students’ problem-solving effectiveness. Helping learners
to improve their problem-solving ability is a key and challenging issue. Six Thinking Hats, guiding students to “parallel thinking” with
the figurative metaphor of “hat”, may clear students’ confused thinking, provide an operational framework for interpersonal communication, turn meaningless arguments into group brainstorming creations, and greatly improve the problem-solving efficiency. This
article showed how six thinking hats were used to provide scaffolds for primary school information technology PBL teaching to improve
students problem-solving and collaborative programming ability. 61 fifth-grade primary students were invited in a PBL teaching experiment of “scratch programming” course, with PBL teaching mode based on six thinking hats and traditional PBL teaching mode taken
in experimental class and control class respectively. Results show that PBL teaching model based on six thinking hats could significantly
improve students’ problem-solving and collaborative programming ability, compared with traditional PBL teaching mode. It is expected
to provide strategic reference for effective PBL teaching, and to provide insights for future research on problem-solving and collaborative
programming ability cultivation.
Keywords: six thinking hats; problem-solving competence; collaborative programming competence; PBL
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六顶思考帽对学生问题解决能力与协作编程能力的影响.pdf
