国际测评结果显示，我国学生的问题解决能力与其他国家相比仍有差距，因此我国的科学教育不能仅停留在教授学生知识或是解决问题的固定程序，而是要让学生学会利用所学的知识解决真实的问题。近年来，智能手机已成为学生日常生活中最不可或缺的移动设备，是支持学生解决真实问题的重要技术工具。然而，当前科学教育研究者和一线教育实践者们对智能手机的教育应用局限在单一知识点的教学当中，缺乏对于利用智能手机支持学生解决真实问题的理论基础和实践经验。因此，本研究尝试构建基于智能手机解决真实问题的科学教学模式并付诸实践，为我国智能时代下技术+教育促进学生问题解决能力的培养提供新的思路与方法。

      本研究使用基于设计的研究方法对基于智能手机解决真实问题的科学教学模式进行设计与实践。首先，基于情境认知与学习理论、认知负荷理论、多媒体学习认知-情感理论，整合国内外问题解决能力培养的教学模式与智能手机支持下的科学教学模式，构建了初步的基于智能手机解决真实问题的科学教学模式。接着，通过三轮教学实践对构建的教学模式进行迭代，在第一轮教学实践中，基于合作问题解决能力、学习动机的测量结果与专家意见，结合智能手机自身特性，在教学模式中增设“创设情境”环节，并将智能手机的信息搜寻功能融入到“分析问题与制定计划”环节之中；在第二轮教学实践中，基于合作问题解决能力、学习动机的测量结果与专家意见、并辅以学生课堂学习行为观察作为参考，一方面在教学模式中将智能手机的信息搜寻功能融入到“提出真实问题”环节之中，另一方面整合“成果展示”与“活动评价”环节，并将智能手机作为演示工具融入其中；在第三轮教学实践中，在该轮教学测量结果、专家意见、课堂观察的基础上，调查学生对于智能手机支持问题解决的科学教学的认可情况，综合所有结果对教学模式中的内部学习机制进行优化，认为学生的认知会影响其学习动机，学生的学习动机会影响其团队问题解决能力。最后，基于三轮迭代的研究成果确定成型的教学模式，并给出其实施效果与实施建议。

       本研究在教学实践中不断反思驱动性问题的创新设计与智能手机技术的有效使用，最终形成的基于智能手机解决真实问题的科学教学模式，可以将智能手机技术与真实问题解决的科学教学有机融合，促进学生认知、问题解决能力、学习动机的发展，为利用智能技术支持学生解决真实问题的科学教学提供理论指导与实践经验。

International assessments show that there is still a gap between our students' problem-solving skills and those of other countries, so science education in China must not stop at teaching students knowledge or fixed procedures for solving problems, but must teach them to use what they have learned to solve real problems. In recent years, smartphones have become the most indispensable mobile device in students' daily lives and are an important technological tool to support students in solving real-life problems. However, current science education researchers and frontline practitioners have limited the use of smartphones to teaching a single knowledge point and lack the theoretical basis and practical experience of using smartphones to support students in solving authentic problems. Therefore, this study attempts to develop and put into practice a scientific teaching mode design of real problem solving based on smartphone, providing new ideas and methods to promote the development of students' problem-solving skills in China's smart age through technology + education.

This study uses a design-based research approach. Firstly, a scientific teaching mode design of real problem solving based on smartphone was constructed based on contextual cognition and learning learning theory, cognitive load theory, and cognitive-emotional theory of multimedia learning through a review of domestic and international research on problem solving skills development and smartphone-supported science teaching. The mode was then iterated through three rounds of teaching practice. In the first round of teaching practice, based on the measurement results of collaborative problem-solving ability and learning motivation and expert opinions, and taking into account the characteristics of smartphones themselves, a "context creation" session was added to the teaching mode, and the information-seeking function of smartphones was integrated into the "problem analysis and planning" session. "In the second round of teaching practice, based on the measurement results of collaborative problem-solving ability and learning motivation and expert opinions, and with the observation of students' learning behaviour as a reference, the information-seeking function of smartphones was integrated into the "Ask a real problem session" in the teaching mode. In the third round of teaching practice, based on the results of this round, expert opinions and classroom observations, students were surveyed on their ability to solve problems. In the third round, based on the results of this round, expert opinions and classroom observations, students' acceptance of smartphone supported problem solving science teaching was investigated, and the internal learning mechanism of the teaching mode was optimised, suggesting that students' perceptions influence their motivation to learn and their motivation to learn influences their team problem solving skills. Finally, a definitive teaching mode is given based on the results of the three iterations, with its implementation effects and suggestions for implementation.

This study continues to reflect on the innovative design of driven problems and the effective use of smartphone technology in teaching practice, resulting in a scientific teaching mode design of real problem solving based on smartphone that can organically integrate smartphone technology with real-world problem-solving science teaching, promote the development of students' cognition, problem-solving skills, and learning motivation, and provide theoretical guidance and practical experience for using smartphone technology to support students' real-world problem-solving science It provides theoretical guidance and practical experience in using smart technologies to support students' real-world problem-solving science teaching.