Ferretti R P, Okolo C M
Department of Educational Studies, University of Delaware, Newark 19716, USA.
J Learn Disabil. 1996 Sep;29(5):450-60. doi: 10.1177/002221949602900501.
Proponents of educational reform highlight the importance of creating instructional environments that encourage students' active involvement in the learning process. To be so involved, students with and without disabilities must construct knowledge, evaluate the products of their work, and engage in the design of solutions to authentic problems. We believe that these goals are especially important for students with disabilities, many of whom are passive learners who experience difficulty with the flexible use of knowledge and skills. Our analysis of the research evidence leads us to conclude that students' thinking skills and attitudes are enhanced when they collaborate in the solution of authentic problems. We view the social skills curriculum as a rich source of authentic problems that affords opportunities to promote thinking by enabling argument about controversial issues. Further, we contend that educational multimedia are potentially powerful tools for constructing knowledge, especially when used in collaborative project-based instructional environments, or multimedia design projects. We review evidence about the efficacy of multimedia design projects in promoting students' construction of knowledge, thinking, and problem solving, and discuss some potential challenges to the efficacy of this approach.
教育改革的支持者强调创建鼓励学生积极参与学习过程的教学环境的重要性。为了如此积极地参与，残疾学生和非残疾学生都必须构建知识、评估他们的作品成果，并参与设计解决实际问题的方案。我们认为，这些目标对残疾学生尤为重要，他们中的许多人是被动学习者，在灵活运用知识和技能方面存在困难。我们对研究证据的分析使我们得出结论，当学生在解决实际问题中进行合作时，他们的思维能力和态度会得到提高。我们将社交技能课程视为实际问题的丰富来源，通过就有争议的问题进行辩论，为促进思维提供了机会。此外，我们认为教育多媒体是构建知识的潜在强大工具，特别是在基于项目的协作式教学环境或多媒体设计项目中使用时。我们回顾了关于多媒体设计项目在促进学生知识构建、思维和问题解决方面功效的证据，并讨论了这种方法功效的一些潜在挑战。
