本文選題：計算思維 + 教學(xué)模式��； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：目前,信息技術(shù)課程關(guān)注思維的教學(xué),隨著計算思維相關(guān)研究的深入,越來越多的研究者關(guān)注到計算思維在信息技術(shù)學(xué)科教學(xué)中的重要性。計算思維被看作是程序設(shè)計模塊的思維品質(zhì),國內(nèi)高中程序設(shè)計的計算思維教學(xué)無論是理論上還是教學(xué)實(shí)踐中都處于探索階段,程序設(shè)計中計算思維教學(xué)沒有形成理論體系,需要進(jìn)一步的研究。如何在高中VB程序設(shè)計中開展計算思維教學(xué)?是本研究的的出發(fā)點(diǎn)與歸宿。研究在梳理計算思維相關(guān)研究的基礎(chǔ)上,首先,明確本研究計算思維的關(guān)注點(diǎn),包含“分析問題”、“抽象”和“算法與程序”能力,影響計算思維的態(tài)度因素有“興趣”、“信心”和“交流與合作”。其次,根據(jù)國外已有的計算思維教學(xué)實(shí)踐,結(jié)合國內(nèi)程序設(shè)計教學(xué)實(shí)際,構(gòu)建基于計算思維的高中VB教學(xué)模式。接著,根據(jù)構(gòu)建的教學(xué)模式對教學(xué)內(nèi)容進(jìn)行教學(xué)設(shè)計。最后選取研究班級進(jìn)行行動研究,通過課堂觀察、學(xué)生訪談以及課堂教學(xué)反思對基于計算思維的高中VB教學(xué)模式進(jìn)行不斷的修正。研究選取南京H中學(xué)高一年級XX班進(jìn)行教學(xué)實(shí)驗,經(jīng)過《賦值語句》、《條件語句》和《循環(huán)語句》三輪的行動研究,發(fā)放測試問卷對學(xué)生計算思維能力和態(tài)度進(jìn)行測試,共得到三組數(shù)據(jù),隨后對三組數(shù)據(jù)進(jìn)行統(tǒng)計分析,驗證計算思維發(fā)展情況。經(jīng)過分析,得出研究結(jié)果為： (1)實(shí)驗前后,學(xué)生計算思維成績有顯著性提升。 (2)實(shí)驗前后,學(xué)生“分析問題”能力有顯著性提升；學(xué)生“抽象”能力有顯著性提升；“算法與程序”能力無顯著性提升,但整呈現(xiàn)上升趨勢。(3)學(xué)生對程序設(shè)計態(tài)度有所改變,表現(xiàn)在：學(xué)生對程序設(shè)計課堂興趣濃厚；體會到合作與交流帶給自己的幫助；有獨(dú)立解決問題的信心,并對課堂提出更高的要求。從計算思維教學(xué)取得的課堂教學(xué)效果和行動研究計算思維教學(xué)過程的順利進(jìn)行,即采用測試問卷與訪談、課堂觀察相結(jié)合的方法,從質(zhì)和量的角度說明了基于計算思維高中VB教學(xué)模式的可行性。但在教學(xué)中教學(xué)模式并不是一層不變的,需要根據(jù)情況做適當(dāng)調(diào)整。研究認(rèn)為,在教學(xué)過程中應(yīng)注意對知識點(diǎn)的精講；把握課堂討論的進(jìn)度與深度；課堂給予學(xué)生足夠時間親身經(jīng)歷,獲取“做的經(jīng)驗”；教學(xué)模式環(huán)節(jié)的先后順序要靈活調(diào)整。
[Abstract]:At present, the course of information technology pays attention to the teaching of thinking. With the further study of computational thinking, more and more researchers pay attention to the importance of computational thinking in the teaching of information technology. The computational thinking is regarded as the thinking quality of the program design module. The teaching of computational thinking in senior high school in our country is in the exploratory stage in both theory and teaching practice, and there is no theoretical system in the teaching of computational thinking in the program design. Further research is needed. How to carry out the teaching of computational thinking in VB programming in senior high school? It is the starting point and destination of this study. On the basis of combing the related research of computational thinking, first of all, it is clear that the focus of computational thinking in this study is "analytical problem", "abstract" and "algorithm and program" ability, and the attitude factors influencing computational thinking are "interest". "confidence" and "exchange and cooperation". Secondly, according to the teaching practice of computational thinking in foreign countries and the teaching practice of domestic program design, the VB teaching model based on computational thinking is constructed in senior high school. Then, the teaching content is designed according to the constructed teaching model. Finally, through classroom observation, student interviews and classroom teaching reflection, the VB teaching model of high school based on computational thinking is constantly revised. The study selected XX class of Nanjing H Middle School for teaching experiment. After three rounds of action research, such as assignment statement, conditional statement and cyclic statement, the students' ability of calculating thinking and attitude were tested by issuing a test questionnaire. Three groups of data were obtained, and then the three groups of data were statistically analyzed to verify the development of computational thinking. After analysis, the results are as follows: 1) before and after the experiment, the scores of students' computational thinking are significantly improved. (2) before and after the experiment, the students' ability of "analysis problem" was significantly improved; the ability of "abstract" of students was improved significantly; the ability of "algorithm and program" was not improved significantly, but the whole trend of rising. 3) the students' attitude towards program design was changed. Students have a strong interest in programming classes; experience the help of cooperation and communication; have the confidence to solve problems independently, and put forward higher requirements to the classroom. From the classroom Teaching effect and Action Research of Computational thinking Teaching, the teaching process of Computational thinking is carried out smoothly, that is, the method of combining test questionnaire with interview and classroom observation is adopted. The feasibility of VB teaching model in high school based on computational thinking is explained from the point of view of quality and quantity. However, the teaching mode is not the same in teaching, it needs to be adjusted according to the situation. The study holds that attention should be paid to the elaboration of the knowledge points in the teaching process; the progress and depth of the classroom discussion should be grasped; the students should be given sufficient time in the classroom to experience themselves and obtain the "experience of doing"; and the order of the teaching mode should be adjusted flexibly.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.67

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李藝;朱彩蘭;;信息技術(shù)課程思想梳理思路簡議[J];電化教育研究;2014年04期

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本文編號：1810350