| As educational systems and organizations in various countries adjust the skills framework of educational talents,collaborative problem solving ability,as a kind of high-level ability,gathers the process of problem solving and the depth of collaborative interaction,has become a necessary skill for talents in the 21 st century.It is a way for students to acquire this ability to practice it in daily teaching.Through the preliminary investigation,it is found that high school students have a good sense of cooperation in Information Technology courses,but their overall ability needs to be improved,such as lack of cooperation initiative,lack of deep interaction,improper way to deal with problems,lack of concentration,difficult to control collaborative classroom and other problems,so that teachers seldom arrange long-term collaborative activities.Project Based Learning,as a teaching method advocated by the curriculum standards of Information Technology,providing opportunities to promote students’ collaborative problem solving ability.Based on social constructivism,Community of Inquiry(Co I)focuses on the creation of students’ learning experience.The integration of three basic elements of teaching presence,social presence and cognitive presence,can effectively promote concept understanding and transfer,and promote meaningful learning.This study combines collaborative problem solving ability,Project Based Learning and Community of Inquiry theory.Based on Community of Inquiry theory,it constructs specific strategies for cultivating high school students’ collaborative problem solving ability,and and carries out teaching practices in Information Technology courses,with a view to cultivating high school students’ collaborative problem solving ability.This study firstly explores the connotation and research status of Community of Inquiry theory,collaborative problem solving ability,Project Based Learning through literature research,understands the current problems through investigation,so as to provide theoretical support and practical basis for the follow-up research.Secondly,under the guidance of relevant theories,analyse PISA 2015 collaborative problem solving competence framework,activity process of Project Based Learning and teaching strategies based on Community of Inquiry theory,establish a flowchart of the three parties and establish a dynamic presence model.The Community of Inquiry strategy(Co I strategy for short)is constructed to aim at the secondary dimensions of teaching presence,social presence and cognitive presence,which are problem task strategy,timely guidance strategy,role division strategy,collaborative interaction strategy,dynamic scaffolding strategy,collaborative construction strategy,resource tool strategy,monitoring and evaluation strategy,and finally form the project design framework based on Co I strategy.Under the guidance of this design framework,taking Information Technology course as an example,three projects are designed to carry out a control experiment with the quasi-experimental method.The experimental class adopted Project Based Learning based on Co I strategy,while the control class adopted traditional teaching methods.Collect relevant data such as measurement scales,ability matrix scoring tables,project process record tables,and work evaluation through this experiment,analyze the changes of learning experience in the community of inquiry and collaborative problem solving ability,as well as the changes of group collaborative problem solving ability and project works.Students’ learning experience,problems encountered and solutions during collaboration are understood through student interviews.Based on the analysis of all relevant data,the experimental results are as follows:(1)The learning experience of Community of Inquiry and collaborative problem solving ability in experimental class has significantly improved;(2)There was no significant improvement in t learning experience of Community of Inquiry in the control class,but there was a significant improvement in collaborative problem solving ability,and the degree of improvement was not as significant as in the experimental class;(3)The experimental class has achieved the greatest improvement in reaching consensus,and the cultivation of some skills is more targeted than the control class;(4)The experimental class’ s learning experience of Community of Inquiry,collaborative problem solving ability,and work performance were significantly better than those of the control class;(5)The learning experience(teaching presence,social presence,cognitive presence)positively affects collaborative problem solving ability.Finally,the following research conclusions were obtained:(1)The effective creation of teaching presence,social presence,and cognitive presence can promote the improvement of collaborative problem solving ability;(2)Community of Inquiry theory can effectively improve collaboration effectiveness and promote effective learning;(3)Community of Inquiry theory can enhance collaborative initiative and concentration;(4)The introduction of Co I strategy in Project Based Learning has significant advantages.Finally,this experiment verifies that Community of Inquiry theory can cultivate high school students’ collaborative problem solving ability which achieving the purpose of this study. |
