初中信息技術課翻轉(zhuǎn)課堂實證研究
發(fā)布時間：2018-10-12 14:32
【摘要】：翻轉(zhuǎn)課堂(Flipped Classroom),也稱“反轉(zhuǎn)課堂式教學模式”,簡稱翻轉(zhuǎn)課堂、反轉(zhuǎn)課堂、顛倒課堂或顛倒教室。本研究中,翻轉(zhuǎn)課堂是指教師課前準備或創(chuàng)建與課堂教學內(nèi)容相關的自學資源(可以是視頻、PPT、文稿等),上傳到教學平臺,學生利用課外時間對自學資源進行學習,完成自學檢測,教師根據(jù)自學檢測情況進行課堂任務設計,并指導開展師生、生生間的交流互動,完成綜合作業(yè)的一種教學方式。翻轉(zhuǎn)課堂的理論研究和實踐研究在不斷發(fā)展,然而在針對翻轉(zhuǎn)課堂的實施與應用研究中,雖涉及了多門學科,但研究對象多是高校學生。國內(nèi)也有部分學校將翻轉(zhuǎn)課堂應用到義務教育階段的初中學科教學中,但主要集中在考試學科上,很少有研究將翻轉(zhuǎn)課堂與初中信息技術教學結合起來的。因此,筆者采用實證研究的手段,將翻轉(zhuǎn)課堂應用到初中信息技術教學中,嘗試回答兩個問題:其一是翻轉(zhuǎn)課堂在初中信息技術教學中的應用是否對學生的學習方式產(chǎn)生積極影響?其二是翻轉(zhuǎn)課堂應用于初中信息技術教學中的流程是什么?在研究過程中,首先在充分分析國內(nèi)外關于翻轉(zhuǎn)課堂的理論和實踐研究的相關文獻的基礎上,理清了翻轉(zhuǎn)課堂的基本概念和基本實施手段,在借鑒其他翻轉(zhuǎn)課堂經(jīng)典模式的基礎上開展教學實驗,選擇七年級四個水平均衡的班級開展實驗活動,分為實驗班和對照班兩組。實驗前期,通過調(diào)查問卷了解學生是否具備開展翻轉(zhuǎn)課堂教學的硬件設備,對學生在信息技術學科學習的方式和習慣有所了解,并在實驗后期對實驗對象再次進行問卷調(diào)查和部分學生訪談,同時利用Moodle學習平臺的數(shù)據(jù)進行分析,得出翻轉(zhuǎn)課堂教學模式在初中信息技術課堂教學中的應用對學生學習方式能產(chǎn)生積極影響的結論。此外,通過具體的教學實例,嘗試歸納總結出翻轉(zhuǎn)課堂在初中信息技術教學中的教學流程和應用策略。通過研究與實踐發(fā)現(xiàn),在初中信息技術學科中應用翻轉(zhuǎn)課堂教學模式開展教學活動,教學效果和學習效果都有明顯的提高,學生的學習方式有了顯著的變化,其自主學習和合作互助的能力和意識都有了較大提高。同時,通過具體的教學實例,總結出了翻轉(zhuǎn)課堂在初中信息技術課堂中的使用流程,即利用Moodle平臺和極域電子教室共同搭建學習平臺開展教學活動,實現(xiàn)課前(自主學習)、課中(合作學習)、課后(個性化學習)三個模塊組成,實現(xiàn)“知識傳授—知識內(nèi)化—知識補償”的初中信息技術翻轉(zhuǎn)課堂教學流程。
[Abstract]:Flip classroom (Flipped Classroom), is also called "reverse classroom teaching mode", which is referred to as flipping classroom, reversing classroom or reversing classroom. In this study, flipping classroom refers to teachers preparing or creating self-learning resources (such as video, PPT, manuscripts, etc.) related to classroom teaching content before class, which are uploaded to the teaching platform, and students use extracurricular time to study self-learning resources. To complete the self-study test, the teacher designs the classroom task according to the self-study test situation, and instructs the teachers and students to communicate and interact between students and students to complete a teaching method of comprehensive homework. The theoretical and practical research on flipping classroom is developing continuously. However, in the implementation and application research of flipping classroom, although there are many subjects involved, the research objects are mostly college students. There are also some schools in China that apply the flipping classroom to the junior middle school subject teaching in the compulsory education stage, but mainly focus on the examination subject, and few studies combine the flipping classroom with the junior high school information technology teaching. Therefore, the author applies the flipping classroom to the junior high school information technology teaching by the means of empirical research. Try to answer two questions: the first is whether the application of flipping classroom in junior high school information technology teaching has a positive impact on students' learning style? Second, what is the flow of flipping classroom application in junior high school information technology teaching? In the course of the research, first of all, on the basis of the analysis of the relevant literature about the theory and practice of flipping classroom at home and abroad, the basic concept and the basic implementation means of the flipping classroom are clarified. On the basis of learning from other classical models of flipping classroom, the author chooses four balanced classes in Grade 7 to carry out experimental activities, which are divided into two groups: experimental class and control class. At the beginning of the experiment, through the questionnaire to know whether the students have the hardware equipment to carry out the flipping classroom teaching, and to understand the way and habits of the students studying in the information technology subject. At the later stage of the experiment, the subjects were investigated by questionnaire and some students were interviewed again. At the same time, the data of Moodle learning platform were analyzed. The conclusion is that the application of flipping classroom teaching mode in junior high school information technology classroom teaching can have a positive impact on students' learning style. In addition, through concrete teaching examples, this paper tries to sum up the teaching flow and application strategy of flipping classroom in junior high school information technology teaching. Through the research and practice, it is found that the application of the flipping classroom teaching mode to the junior high school information technology subject to carry out teaching activities, the teaching effect and the learning effect have obviously improved, and the students' learning style has changed significantly. Its ability and consciousness of self-learning and cooperation and mutual assistance have been greatly improved. At the same time, through the specific teaching examples, summed up the use of flipping classroom in junior high school information technology classroom flow, that is, using the Moodle platform and polar electronic classroom to build a learning platform to carry out teaching activities. To realize the three modules of pre-class (autonomous learning), in-class (cooperative learning) and after-class (individualized learning), realize the "knowledge imparting-knowledge internalization-knowledge compensation" junior high school information technology flipped the classroom teaching process.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434;G633.67
本文編號：2266479
[Abstract]:Flip classroom (Flipped Classroom), is also called "reverse classroom teaching mode", which is referred to as flipping classroom, reversing classroom or reversing classroom. In this study, flipping classroom refers to teachers preparing or creating self-learning resources (such as video, PPT, manuscripts, etc.) related to classroom teaching content before class, which are uploaded to the teaching platform, and students use extracurricular time to study self-learning resources. To complete the self-study test, the teacher designs the classroom task according to the self-study test situation, and instructs the teachers and students to communicate and interact between students and students to complete a teaching method of comprehensive homework. The theoretical and practical research on flipping classroom is developing continuously. However, in the implementation and application research of flipping classroom, although there are many subjects involved, the research objects are mostly college students. There are also some schools in China that apply the flipping classroom to the junior middle school subject teaching in the compulsory education stage, but mainly focus on the examination subject, and few studies combine the flipping classroom with the junior high school information technology teaching. Therefore, the author applies the flipping classroom to the junior high school information technology teaching by the means of empirical research. Try to answer two questions: the first is whether the application of flipping classroom in junior high school information technology teaching has a positive impact on students' learning style? Second, what is the flow of flipping classroom application in junior high school information technology teaching? In the course of the research, first of all, on the basis of the analysis of the relevant literature about the theory and practice of flipping classroom at home and abroad, the basic concept and the basic implementation means of the flipping classroom are clarified. On the basis of learning from other classical models of flipping classroom, the author chooses four balanced classes in Grade 7 to carry out experimental activities, which are divided into two groups: experimental class and control class. At the beginning of the experiment, through the questionnaire to know whether the students have the hardware equipment to carry out the flipping classroom teaching, and to understand the way and habits of the students studying in the information technology subject. At the later stage of the experiment, the subjects were investigated by questionnaire and some students were interviewed again. At the same time, the data of Moodle learning platform were analyzed. The conclusion is that the application of flipping classroom teaching mode in junior high school information technology classroom teaching can have a positive impact on students' learning style. In addition, through concrete teaching examples, this paper tries to sum up the teaching flow and application strategy of flipping classroom in junior high school information technology teaching. Through the research and practice, it is found that the application of the flipping classroom teaching mode to the junior high school information technology subject to carry out teaching activities, the teaching effect and the learning effect have obviously improved, and the students' learning style has changed significantly. Its ability and consciousness of self-learning and cooperation and mutual assistance have been greatly improved. At the same time, through the specific teaching examples, summed up the use of flipping classroom in junior high school information technology classroom flow, that is, using the Moodle platform and polar electronic classroom to build a learning platform to carry out teaching activities. To realize the three modules of pre-class (autonomous learning), in-class (cooperative learning) and after-class (individualized learning), realize the "knowledge imparting-knowledge internalization-knowledge compensation" junior high school information technology flipped the classroom teaching process.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434;G633.67
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