本文關(guān)鍵詞：課程整合中的主題學(xué)習(xí)模式探究　出處：《遼寧師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 課程整合 信息技術(shù) 主題學(xué)習(xí)

【摘要】：傳統(tǒng)的教學(xué)模式經(jīng)過(guò)多年的理論和實(shí)踐，總結(jié)了大量的寶貴經(jīng)驗(yàn)，，在各級(jí)教學(xué)活動(dòng)中也被廣泛采用。但是隨著信息技術(shù)的發(fā)展，新興媒體的不斷涌現(xiàn)，傳統(tǒng)的以教師為主導(dǎo)的講授式教學(xué)已不能滿足學(xué)生的需要。針對(duì)這種情況，教師需要對(duì)自身的知識(shí)和技能進(jìn)行全面地更新，學(xué)校也需要對(duì)課程和教學(xué)進(jìn)行全面地更新，將教學(xué)與社會(huì)現(xiàn)實(shí)更加緊密的聯(lián)系起來(lái)。課程整合正是學(xué)校對(duì)教學(xué)的一種革新舉措。 本文采用文獻(xiàn)研究法分析了國(guó)內(nèi)外有關(guān)“課程整合”、“多元智能理論”等方面論文、著作。經(jīng)調(diào)查分析發(fā)現(xiàn)：課程整合的方式和方法有很多，不同時(shí)期、不同地區(qū)、不同學(xué)校開(kāi)展的整合實(shí)踐也是各不相同的。課程整合實(shí)際上就是將眾多學(xué)科有機(jī)地整合在一起，這種綜合性課程怎樣教，怎樣學(xué)尚不明確。下文中筆者將通過(guò)主題學(xué)習(xí)模式、主題學(xué)習(xí)內(nèi)容設(shè)計(jì)、主題學(xué)習(xí)過(guò)程設(shè)計(jì)、主題學(xué)習(xí)的技術(shù)支持、主題學(xué)習(xí)的評(píng)價(jià)、主題學(xué)習(xí)案例共六個(gè)部分進(jìn)行闡述。 這種信息技術(shù)與課程整合的新教學(xué)模式，不僅更新了教育理念，優(yōu)化了課程結(jié)構(gòu)，還從根本上解決了學(xué)生上課被動(dòng)接受的情況，大大提升了學(xué)生學(xué)習(xí)的主動(dòng)性和參與度。在活動(dòng)實(shí)施的過(guò)程中，使學(xué)生養(yǎng)成了獨(dú)立思考的學(xué)習(xí)習(xí)慣，培養(yǎng)了學(xué)生的創(chuàng)新精神和實(shí)踐動(dòng)手能力，使學(xué)生學(xué)會(huì)分工與合作，最終有效地達(dá)到教學(xué)目的。
[Abstract]:After many years of theory and practice, the traditional teaching model has summarized a large number of valuable experience, and has been widely used in teaching activities at all levels. However, with the development of information technology, emerging media continue to emerge. Traditional teacher-led teaching can not meet the needs of students. In view of this situation, teachers need to comprehensively update their knowledge and skills. Schools also need to update the curriculum and teaching in an all-round way to link teaching more closely with the social reality. Curriculum integration is an innovative measure of teaching in schools. This paper uses the literature research method to analyze the domestic and foreign related "curriculum integration", "multiple intelligences theory" and other related papers and works. Through the investigation and analysis, it is found that there are many ways and methods of curriculum integration, different periods. The integration practice of different schools in different regions is also different. Curriculum integration is actually the organic integration of many subjects, this comprehensive curriculum how to teach. It is not clear how to learn. In the following, the author will pass the theme learning model, the theme learning content design, the theme learning process design, the theme learning technical support, the theme study appraisal. There are six parts to illustrate the theme learning cases. This new teaching mode, which integrates information technology with curriculum, not only renews the educational concept, optimizes the curriculum structure, but also fundamentally solves the passive acceptance of students in class. In the process of implementation of the activities, the students have formed the study habits of independent thinking, and have cultivated the students' innovative spirit and practical ability. Make students learn division of labor and cooperation, and finally effectively achieve the purpose of teaching.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 顧小清;;教育資源的主題化趨向[J];開(kāi)放教育研究;2005年06期

2 蔣鳴和;基于信息技術(shù)的教學(xué)設(shè)計(jì)及其策略[J];現(xiàn)代教學(xué);2004年04期

本文編號(hào)：1418281