本文關(guān)鍵詞：項(xiàng)目教學(xué)法在職業(yè)學(xué)校聽障學(xué)生教學(xué)中的應(yīng)用研究　出處：《山東師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著我國社會(huì)經(jīng)濟(jì)和信息技術(shù)的快速發(fā)展，各行各業(yè)對(duì)人才的培養(yǎng)提出了更高的要求，各類中高等職業(yè)院校都在嘗試教學(xué)改革和創(chuàng)新，在教學(xué)方法百花齊放的過程中，項(xiàng)目教學(xué)法在普通中高等職業(yè)教育的專業(yè)教學(xué)中得到了較好的實(shí)踐和應(yīng)用。聽障學(xué)生是我國在校殘疾學(xué)生中最龐大的群體，他們的成才也代表了社會(huì)發(fā)展和我國教育的進(jìn)步，在教學(xué)過程中采用適合他們的教學(xué)方法對(duì)聽障學(xué)生知識(shí)、技能和能力的提高至關(guān)重要。我國近些年在職業(yè)教育中提倡“工學(xué)結(jié)合”的教學(xué)理念，因此也大力推進(jìn)項(xiàng)目教學(xué)法的實(shí)踐應(yīng)用，根據(jù)文獻(xiàn)資料，很多專家學(xué)者以及特教教師基于聽障學(xué)生的身心發(fā)展特點(diǎn)，大力倡導(dǎo)在聽障學(xué)生的專業(yè)教學(xué)中采用項(xiàng)目教學(xué)法，但是相關(guān)的研究較少，不夠系統(tǒng)，尤其是在具體實(shí)踐應(yīng)用中存在很多問題。因此，筆者作為聽障學(xué)生的專業(yè)課教師從實(shí)踐者的角度對(duì)聽障學(xué)生專業(yè)教學(xué)中的項(xiàng)目教學(xué)法進(jìn)行系統(tǒng)的研究，形成具體的實(shí)踐流程和數(shù)據(jù)論證就顯得尤為重要。 中高職特殊教育學(xué)校是聽障學(xué)生步入社會(huì)的重要階梯，教師應(yīng)在教學(xué)過程中積極探索和創(chuàng)新教學(xué)方法，筆者針對(duì)這一特殊群體，基于教學(xué)實(shí)踐中創(chuàng)新教學(xué)方法的經(jīng)驗(yàn)，認(rèn)為在教學(xué)過程中應(yīng)用項(xiàng)目教學(xué)法更加符合聽障學(xué)生的身心發(fā)展特點(diǎn)。項(xiàng)目教學(xué)法將傳統(tǒng)教學(xué)法的“以教師、課本、課堂為中心”的原則轉(zhuǎn)變?yōu)椤耙詫W(xué)生、項(xiàng)目、實(shí)際經(jīng)驗(yàn)為中心”，教師由教學(xué)主體轉(zhuǎn)變?yōu)橹鲗?dǎo)者，在項(xiàng)目開展和實(shí)施過程中處于引導(dǎo)者和組織者的角色，學(xué)生由被動(dòng)學(xué)習(xí)者轉(zhuǎn)變?yōu)榻虒W(xué)主體，基于先前的學(xué)習(xí)經(jīng)驗(yàn)自主學(xué)習(xí)，主動(dòng)建構(gòu)知識(shí)，所開展的項(xiàng)目都是與企業(yè)中的真實(shí)項(xiàng)目相一致，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，增強(qiáng)師生、生生以及學(xué)生與社會(huì)的交流，使聽障學(xué)生在教學(xué)過程中逐漸與社會(huì)接軌。本文從職業(yè)學(xué)校聽障學(xué)生課堂教學(xué)方法改革中的需求出發(fā)，采用了問卷調(diào)查法、文獻(xiàn)歸納法、個(gè)案分析法、訪談法等研究方法，在充分分析了解聽障學(xué)生不同于健聽學(xué)生的身心發(fā)展特點(diǎn)以及特校教師職業(yè)特殊性的基礎(chǔ)上，闡述了項(xiàng)目教學(xué)法的發(fā)展歷史，分析了在項(xiàng)目教學(xué)開展和實(shí)施過程中遇到的現(xiàn)狀和問題，對(duì)項(xiàng)目教學(xué)法的基本理念進(jìn)行剖析，設(shè)計(jì)出適合聽障學(xué)生項(xiàng)目教學(xué)法的應(yīng)用策略和模式建構(gòu)，詳細(xì)論述了項(xiàng)目教學(xué)法在聽障學(xué)生教學(xué)中的具體實(shí)施方法以及注意事項(xiàng)。 基于教育技術(shù)理論分析、聽障學(xué)生分析以及具體教學(xué)實(shí)踐分析，，筆者系統(tǒng)的建構(gòu)了聽障學(xué)生項(xiàng)目教學(xué)法的流程，對(duì)課堂上的具體操作進(jìn)行了模式建構(gòu)，分析整理了在教學(xué)實(shí)踐中遇到的問題，提供一些可借鑒的解決方法，對(duì)整個(gè)實(shí)踐過程進(jìn)行反思，通過調(diào)查和問卷數(shù)據(jù)有力的論證了項(xiàng)目教學(xué)法對(duì)聽障學(xué)生學(xué)習(xí)的積極作用。
[Abstract]:With the rapid development of social economy and information technology in our country, various industries have put forward higher requirements for the cultivation of talents. All kinds of secondary and higher vocational colleges are trying to reform and innovate teaching. In the course of the teaching method, the project teaching method has been well practiced and applied in the specialized teaching of ordinary middle and higher vocational education. The hearing impaired students are the largest group among the disabled students in our country. Their success also represents the development of society and the progress of education in our country. In the process of teaching, appropriate teaching methods are adopted to the students with hearing impairment. The improvement of skills and ability is very important. In recent years, our country advocates the teaching idea of "combination of work and study" in vocational education, so we also vigorously promote the practical application of the project teaching method, according to the literature. Many experts and scholars as well as special teachers based on the characteristics of the physical and mental development of hearing-impaired students strongly advocate the use of project-based teaching methods in the professional teaching of hearing-impaired students but the relevant research is less and less systematic. In particular, there are many problems in the practical application. Therefore, the author, as a professional teacher of hearing impaired students, makes a systematic research on the item teaching method in the professional teaching of hearing impaired students from the perspective of practitioners. It is very important to form concrete practice flow and data demonstration. Special education school is an important step for hearing impaired students to step into society. Teachers should actively explore and innovate teaching methods in the process of teaching. The author aims at this special group. Based on the experience of innovating teaching methods in teaching practice, it is considered that the application of project-based teaching method in teaching process is more in line with the characteristics of the physical and mental development of hearing-impaired students. The principle of "classroom as the center" has been transformed into "taking students, projects and practical experience as the center", and teachers have changed from teaching subjects to leaders and organizers in the course of project development and implementation. Students from passive learners to teaching subjects, based on previous learning experience of autonomous learning, active construction of knowledge, the development of projects are consistent with the real projects in the enterprise. It helps to stimulate students' interest in learning and enhance the communication between teachers and students, students and students as well as between students and society. This paper starts from the needs of the reform of classroom teaching methods of hearing impaired students in vocational schools, adopts the method of questionnaire, literature induction and case analysis. On the basis of analyzing the characteristics of hearing impaired students' physical and mental development as well as the professional particularity of teachers in special schools, this paper expounds the history of the development of project-based teaching methods. This paper analyzes the present situation and problems encountered in the course of carrying out and implementing the project teaching, analyzes the basic concept of the project teaching method, and designs the application strategy and mode construction of the project teaching method suitable for the students with hearing impairment. This paper discusses in detail the concrete implementation method and points for attention of the item teaching method in the teaching of hearing impaired students. Based on the theoretical analysis of educational technology, the analysis of students with hearing impairment and the analysis of specific teaching practice, the author systematically constructs the process of project teaching method for students with hearing impairment, and constructs the mode of concrete operation in the classroom. This paper analyzes and sorts out the problems encountered in the teaching practice, provides some solutions for reference, and reflects on the whole practice process. Through the investigation and questionnaire data, the positive effect of item teaching method on the learning of hearing impaired students was demonstrated.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G762

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