作　　者： ; ;

机构地区： 香港中文大学

出　　处： 《中国远程教育》 2009年第17期26-32,共7页

摘　　要： 如何培养学生在真实的工作、生活环境中解决各种问题的能力已经成为各门学科关注的焦点,本文回顾了问题的定义、问题的解决过程、问题解决和知识的关系、问题解决的认知机制,分析了问题解决的内外影响因素以及这些因素对学校教育中问题解决教学的启示作用。 As is well known, different approaches are needed to solving problems of different natures. Wellstructured problems have clear initial state and goal state; therefore, solving these problems involves understanding, representation of problem space, and searching for solutions, especially the best solution. In contrast, illstructured problems do not have clear initial state, goal state or obstacles, which may even change as the context changes. Thus, understanding the problem, searching for and constructing solutions, and obtaining satisfying goals are a dynamic nonlinear process. It is argued that from a cognitive perspective understanding problems involves the interplay and transfer of declarative knowledge and procedural knowledge. With the help of production system, learners can create knowledge chunks associated with the solution of the problem concerned. Knowledge chunks in turn help learners identify new problems. Problem solving is affected by both external and internal factors. In the case of school education, external factors refer to the learning context while internal factors include students' feelings, attitudes, and cognitive features.

关 键 词： 问题解决 问题空间 问题领域 理论

领　　域： [文化科学] [文化科学] [文化科学]