P-MASE模型驱动下的统计学进阶式案例教学设计研究

Research on P-MASE Model Driven Progressive Case Based Instructional Design in Statistics

摘要: 针对传统统计学课程案例教学零散化、能力培养断层化、价值引领表层化的共性困境，将P-MASE (Problem-Method-Analysis-Solution-Evaluation)结构化探究范式与统计学课程教学链路深度耦合，构建涵盖感知入门、基础规范、方法应用、综合研判、前沿创新五个层级的进阶式案例育人体系。研究从理论层面阐明了P-MASE模型与五级案例体系的双螺旋进阶耦合逻辑，确立阶梯进阶、内生融入、本土实践、闭环育人四大核心设计原则，构建了“层级有梯度、环节有节点”的全流程价值引领内嵌机制；进而从实践层面设计了标准化课堂实施路径，并结合典型教学案例开展实践检验。初步教学实践表明，该模式能够有效提升学生课堂参与度与探究深度，实现知识传授、能力培养与价值塑造的协同育人效果。研究成果可为统计学及同类方法论课程深化教学改革、落实立德树人目标提供可复制的实践范式与参考思路。

Abstract: Traditional case based instruction in statistics commonly suffers from fragmented case selection, discontinuities in competency development, and superficial integration of value-oriented education. To address these challenges, this study deeply integrates the P-MASE (Problem-Method-Analysis-Solution-Evaluation) structured inquiry paradigm with the instructional progression of statistics courses and develops a progressive case based educational framework comprising five levels: introductory perception, foundational standardization, methodological application, integrated judgment, and frontier innovation. At the theoretical level, the study elucidates the double-helix coupling mechanism through which the P-MASE model and the five-level case framework develop in tandem. It further establishes four core design principles: graduated progression, endogenous integration, contextualized practice, and closed-loop educational development. On this basis, a whole-process mechanism is developed to embed value-oriented education into instruction through clearly differentiated levels and well-defined stage-specific milestones. At the practical level, the study designs a standardized pathway for classroom implementation and conducts empirical validation through representative teaching cases. Preliminary teaching practice indicates that the proposed model can effectively enhance students’ classroom engagement and depth of inquiry, thereby promoting the integrated development of disciplinary knowledge, analytical competencies, and value formation. These findings provide a replicable instructional model and practical reference for advancing pedagogical reform in statistics and other methodology-oriented courses, while supporting the educational objective of fostering virtue through education.