【摘要】：隨著時(shí)代的發(fā)展,技術(shù)對(duì)人們的影響日益增強(qiáng),人們技術(shù)素養(yǎng)的高低直接影響著他們的生活。對(duì)學(xué)生進(jìn)行技術(shù)教育是提升其技術(shù)素養(yǎng)的基礎(chǔ),通用技術(shù)是一門(mén)以提高學(xué)生的技術(shù)素養(yǎng)、促進(jìn)學(xué)生全面發(fā)展為基本目標(biāo)的課程。學(xué)生在通用技術(shù)課程方面的學(xué)習(xí),對(duì)其技術(shù)理論的豐富、技術(shù)能力的提升以及技術(shù)應(yīng)用意識(shí)的增強(qiáng)都有著重要作用。眾所周知,要想讓學(xué)生主動(dòng)、有效地學(xué)習(xí),積極地參與和探索一門(mén)課程關(guān)鍵是要激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。然而,由于受現(xiàn)階段課程設(shè)置和考試制度的影響,學(xué)生學(xué)習(xí)通用技術(shù)課程的學(xué)習(xí)動(dòng)機(jī)有待進(jìn)一步提升,因此激發(fā)和維持學(xué)生學(xué)習(xí)通用技術(shù)課程的動(dòng)機(jī)便成為通用技術(shù)教育的關(guān)鍵問(wèn)題。筆者在分析ARCS動(dòng)機(jī)設(shè)計(jì)模式的基礎(chǔ)上,閱讀大量的通用技術(shù)課程優(yōu)秀教學(xué)案例,總結(jié)出其中有利于激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的閃光點(diǎn),并結(jié)合通用技術(shù)課程和課堂教學(xué)的特點(diǎn),以ARCS模式為依據(jù)提出激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的策略。本研究提倡在通用技術(shù)的課堂教學(xué)中應(yīng)采取創(chuàng)設(shè)情境如問(wèn)題情境、生活情境、任務(wù)情境；提供具體的、多層次的、具有明確評(píng)價(jià)標(biāo)準(zhǔn)的學(xué)習(xí)目標(biāo)；以多樣化的形式組織教學(xué)；采取多元化的評(píng)價(jià)方式等策略激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。最后筆者結(jié)合本研究所提出的動(dòng)機(jī)激發(fā)策略,設(shè)計(jì)相應(yīng)的教學(xué)案例并實(shí)施。本研究選取包含課型較多的“木質(zhì)筆盒的制作”這一教學(xué)項(xiàng)目作為實(shí)踐內(nèi)容,分別將激發(fā)學(xué)習(xí)動(dòng)機(jī)的策略融于該教學(xué)項(xiàng)目的教學(xué)設(shè)計(jì)中,在實(shí)施過(guò)程中觀察學(xué)生的上課狀態(tài),并調(diào)查學(xué)生的學(xué)習(xí)動(dòng)機(jī)狀況,明確在這一過(guò)程中學(xué)生學(xué)習(xí)動(dòng)機(jī)的變化。本研究中的課堂觀察結(jié)果表明,在教學(xué)實(shí)踐過(guò)程中該班級(jí)的學(xué)生在注意力維持、課堂互動(dòng)(師生交互或生生交互)、學(xué)習(xí)任務(wù)表現(xiàn)和課堂成就等方面的數(shù)據(jù)穩(wěn)中有升,學(xué)生的學(xué)習(xí)動(dòng)機(jī)有了一定的提高。問(wèn)卷調(diào)查結(jié)果表明,在教學(xué)實(shí)踐過(guò)程中,學(xué)生在對(duì)教學(xué)內(nèi)容的注意、教學(xué)內(nèi)容與自身的相關(guān)性、自己在學(xué)習(xí)過(guò)程中的自信心以及自己在學(xué)習(xí)過(guò)程中的滿意度這四個(gè)維度上的動(dòng)機(jī)水平都有一定的提升。課堂觀察和問(wèn)卷調(diào)查結(jié)果均表明,在通用技術(shù)課堂中實(shí)施本研究設(shè)計(jì)的激發(fā)學(xué)習(xí)動(dòng)機(jī)的策略有助于提高學(xué)生的學(xué)習(xí)動(dòng)機(jī)。
[Abstract]:With the development of the times, the influence of technology on people is increasing day by day, and the level of people's technical literacy has a direct impact on their lives. Technical education for students is the basis of improving their technical literacy. General technology is a course aimed at improving students' technical literacy and promoting students' all-round development. The study of general technology course plays an important role in the enrichment of technology theory, the enhancement of technical ability and the enhancement of technology application consciousness. As we all know, the key to actively participate and explore a course is to stimulate students' motivation to learn actively and effectively. However, due to the impact of the current curriculum and examination system, students' motivation to study general technology courses needs to be further improved. Therefore, motivating and maintaining students' motivation to study general technology courses has become a key issue in general technology education. Based on the analysis of ARCS motivation design model, the author read a large number of excellent teaching cases of general technology course, summed up the bright spots which are helpful to stimulate students' learning motivation, and combined with the characteristics of general technology curriculum and classroom teaching. On the basis of ARCS model, the strategies to stimulate students' learning motivation are put forward. This study advocates the creation of situations such as problem situations, life situations and task situations in the classroom teaching of general technology, the provision of specific, multi-level learning objectives with clear evaluation criteria, and the organization of teaching in various forms. Adopt a variety of evaluation methods and other strategies to stimulate students' learning motivation. Finally, according to the motivation strategy proposed by this study, the author designs the corresponding teaching case and implements it. In this study, the teaching project of "making wooden pencil box", which contains more class types, is chosen as the practical content. The strategies of motivating learning motivation are integrated into the teaching design of the teaching project, and the students' class status is observed in the course of implementation. And investigate the situation of students' learning motivation and clarify the change of students' learning motivation in this process. The results of classroom observation in this study show that in the course of teaching practice, the students in this class have a steady increase in data in terms of attention maintenance, classroom interaction (teacher-student interaction or student-student interaction), learning task performance and classroom achievement. The students' learning motivation has been improved to a certain extent. The results of the questionnaire survey show that in the process of teaching practice, the students pay attention to the teaching content, the relevance of the teaching content and their own. Self-confidence in the learning process and their satisfaction in the learning process of the four dimensions of motivation levels have a certain improvement. The results of classroom observation and questionnaire survey show that the strategies designed in this study to stimulate learning motivation in general technology classroom are helpful to improve students' learning motivation.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.94

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相關(guān)期刊論文 前1條

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本文編號(hào)：2387579