Design Of Collaborative Problem-solving Learning Activities In An SPOC Environment And Senior Stages

The advent of the era of economic knowledge has a great impact on education,and it also puts forward new requirements for talent training.High-level ability has been paid more and more attention,and the status of collaborative problem-solving ability in education has become more prominent.Learners need to learn to solve problems and communicate with others in order to deal with complex,collaborative and uncertain problems in their future life and work.From a theoretical point of view,cooperative problem solving learning is the appropriate learning method of constructivism learning concept.It can promote learners to form a deep understanding of knowledge,thus forming the skills of collaborative problem solving in a mobile way.However,in the practice of collaborative problem-solving learning,there are still many practical challenges.For example,the task complexity of collaborative problem-solving learning will bring great cognitive load to learners.Collaborative problem solving learning requirements for participants with higher learning initiative,the learners are often unprepared to respond,how the students can’t offline activities and face to face communication effectively under the condition of collaborative problem solving learning activities,cultivating talents,adapt to the development of the society become the important content of the study.Firstly,this study collates and analyzes relevant literatures about SPOC,problem-solving assistance learning,and collaborative problem-solving ability at home and abroad,so as to understand its theoretical basis and development status,and lay a theoretical foundation for the teaching experiment in the future.Afterwards,the SPOCenvironment was constructed to assist the learning mode of problem solving,and the case design was carried out to develop the learner’s cooperative problem solving ability.Since this course is a compulsory course,the experimental design of the control group and the experimental group is not conducted for the sake of fairness.This teaching is divided into two stages.In the first five weeks,pure group teaching will be carried out to help students build a certain knowledge reserve and equip them with a certain subject knowledge foundation,laying a foundation for the formal design of the experimental project.In the stage of "group collaboration",teaching experiments are formally carried out,and SPOCenvironment is used to enable students to change from strangers to companions to solve problems cooperatively,observe,record,collect and sort out the classroom performance and relevant data of students in the process of group collaboration to solve problems,and provide data support for the verification of teaching effect.This study constructed a cooperative problem-solving learning activity model supported by SPOCenvironment to provide support for the development of students’ cooperative problem-solving ability.In addition,using the development of students’ ability to assist in problem solving learning mode in "learning science and technology course teaching,let students complete the task,the teacher as the situation establishment,tasks,the publisher,the organizers of the design activity,difficult problem solver,encourage students to comprehensive use of learned knowledge in the process of design,rational decisions form solutions to problems;Finally,the performance and design works of students in the whole design process are evaluated to comprehensively explore whether the model can support the development of learners’ collaborative problem-solving ability,and provide guidance for the development of collaborative teaching in the future.