本文關(guān)鍵詞： 研究性學(xué)習(xí) 信息技術(shù)課程 中學(xué)教學(xué) 教學(xué)評(píng)價(jià)　出處：《山東師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著課堂改革的逐步深入，研究性學(xué)習(xí)已經(jīng)走進(jìn)了信息技術(shù)的課堂。它是一種積極主動(dòng)的學(xué)習(xí)方式，強(qiáng)調(diào)學(xué)生的自主學(xué)習(xí)、主動(dòng)探究、親身體驗(yàn)和合作交流，注重學(xué)生實(shí)踐能力和創(chuàng)新精神的培養(yǎng)。研究性學(xué)習(xí)的特殊性決定了傳統(tǒng)的評(píng)價(jià)方式并不適用于研究性學(xué)習(xí)評(píng)價(jià)，使得研究性學(xué)習(xí)的評(píng)價(jià)具有不可忽視的重要意義。其評(píng)價(jià)方式和結(jié)論是否恰當(dāng)直接影響到研究性學(xué)習(xí)計(jì)劃能否正確順利實(shí)施以及研究性學(xué)習(xí)目標(biāo)能否順利實(shí)現(xiàn)。評(píng)價(jià)作為信息技術(shù)課程研究性學(xué)習(xí)過程中的不可忽視的重要一環(huán)，應(yīng)該以學(xué)生的長期發(fā)展為導(dǎo)向，充分發(fā)揮評(píng)價(jià)的激勵(lì)、監(jiān)督和診斷的教育功能，結(jié)合現(xiàn)代教學(xué)評(píng)價(jià)依據(jù)的主要理論——建構(gòu)主義思想、多元智能理論和發(fā)展性評(píng)價(jià)理論，以及中學(xué)信息技術(shù)課程的特點(diǎn)和新課程標(biāo)準(zhǔn)的評(píng)價(jià)建議，并在正確評(píng)價(jià)觀的有效指導(dǎo)下，，突出信息技術(shù)研究性學(xué)習(xí)的特點(diǎn)，按照更全面的思路來考慮有效評(píng)價(jià)的策略問題。 本文通過查詢有關(guān)教育評(píng)價(jià)、信息技術(shù)研究性學(xué)習(xí)、研究性學(xué)習(xí)評(píng)價(jià)研究的相關(guān)書籍、期刊和網(wǎng)上資料，分析國內(nèi)外在信息技術(shù)研究性學(xué)習(xí)評(píng)價(jià)研究上的進(jìn)展，積極尋求支持本研究的理論與經(jīng)驗(yàn)做法�？紤]到實(shí)際情況的復(fù)雜性及課題研究的可推廣性，本研究初期先對(duì)濟(jì)南五中的300多名學(xué)生和5位信息技術(shù)教師做了調(diào)查。針對(duì)調(diào)研結(jié)果，結(jié)合實(shí)際，研究構(gòu)建了信息技術(shù)研究性學(xué)習(xí)的評(píng)價(jià)體系，并在濟(jì)南五中64級(jí)1班和2班實(shí)施了教學(xué)實(shí)驗(yàn)，得出結(jié)論，以便更好地改進(jìn)教學(xué)和指導(dǎo)本課題的后續(xù)研究工作。 本文共分六章。第一章對(duì)課題研究的大體來源，方向，思路，目的和意義做了簡(jiǎn)單闡述；第二章對(duì)研究性學(xué)習(xí)評(píng)價(jià)發(fā)展以及中學(xué)信息技術(shù)課程的評(píng)價(jià)的歷史發(fā)展與現(xiàn)狀進(jìn)行了深入的調(diào)研與分析，并對(duì)現(xiàn)有信息技術(shù)教學(xué)學(xué)生評(píng)價(jià)進(jìn)行反思和再認(rèn)識(shí)。第三章闡述了信息技術(shù)研究性學(xué)習(xí)評(píng)價(jià)的理論支撐——建構(gòu)主義學(xué)習(xí)理論、發(fā)展性評(píng)價(jià)理論和多元智力理論評(píng)價(jià)觀。第四章是在結(jié)合前三章的內(nèi)容、評(píng)價(jià)要素分析和評(píng)價(jià)標(biāo)準(zhǔn)的基礎(chǔ)上提出信息技術(shù)研究學(xué)習(xí)評(píng)價(jià)策略，包括基于課堂的評(píng)價(jià)和基于課題的評(píng)價(jià)兩方面的具體實(shí)施過程、學(xué)習(xí)評(píng)價(jià)結(jié)果的處理方法及反饋方式等。第五章則結(jié)合信息技術(shù)課程中的“網(wǎng)頁制作”這一模塊知識(shí)開展研究性學(xué)習(xí)，并進(jìn)行評(píng)價(jià)策略的實(shí)施，統(tǒng)計(jì)分析了評(píng)價(jià)結(jié)果。第六章對(duì)整個(gè)研究取得的成果進(jìn)行總結(jié)，對(duì)研究存在的問題進(jìn)行分析，并提出了下一步的研究計(jì)劃。
[Abstract]:With the gradual deepening of classroom reform, research-based learning has entered the information technology classroom. It is a positive and active way of learning, emphasizing students' autonomous learning, active inquiry, personal experience and cooperative communication. Focusing on the cultivation of students' practical ability and innovative spirit, the particularity of research-based learning determines that the traditional evaluation method is not suitable for the evaluation of research-based learning. The evaluation of inquiry learning is of great significance, and whether the evaluation methods and conclusions are appropriate or not has a direct impact on the correct and smooth implementation of the inquiry learning plan and the smooth realization of the research learning goal. As an important part of the research learning process of information technology curriculum, evaluation can not be ignored. It should be guided by the long-term development of students, give full play to the educational functions of evaluation, supervision and diagnosis, and combine with the main theories of modern teaching evaluation-constructivism, multiple intelligences and developmental evaluation. The characteristics of information technology curriculum in middle school and the evaluation suggestions of the new curriculum standard, and under the effective guidance of the correct evaluation view, the characteristics of information technology research learning are highlighted, and the strategy of effective evaluation is considered according to a more comprehensive way of thinking. This paper analyzes the progress in the research of information technology inquiry learning evaluation at home and abroad by consulting relevant books, periodicals and online materials on educational evaluation, information technology inquiry learning, inquiry learning evaluation and research. Actively seeking to support the theories and practices of this study, taking into account the complexity of the actual situation and the extensibility of the subject study, At the beginning of this study, more than 300 students and 5 IT teachers in Jinan No. 5 Middle School were investigated. The teaching experiment was carried out in Class 1 and Class 2 of Grade 64 of Jinan five Middle School, and the conclusion was drawn in order to improve the teaching and guide the follow-up research work of this subject. This paper is divided into six chapters. The first chapter gives a brief description of the origin, direction, train of thought, purpose and significance of the research. The second chapter has carried on the thorough investigation and the analysis to the research study appraisal development and the middle school information technology curriculum appraisal history development and the present situation. The third chapter expounds the theoretical support of information technology research-based learning evaluation-constructivism learning theory. Chapter 4th puts forward the learning evaluation strategy of information technology research on the basis of the content of the first three chapters, the analysis of the evaluation elements and the evaluation criteria. Including classroom based evaluation and subject based evaluation of the two aspects of the specific implementation process, Chapter 5th combines the knowledge of "web page making" in the course of information technology to carry out research study, and carry out the implementation of evaluation strategy. Chapter 6th summarizes the results of the whole research, analyzes the problems existing in the research, and puts forward the next research plan.
【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】：2012
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 李方強(qiáng),錢旭升;構(gòu)建教育性的評(píng)價(jià)過程——試論研究性學(xué)習(xí)的學(xué)生評(píng)價(jià)問題[J];黑龍江高教研究;2002年01期

2 高凌飚;關(guān)于過程性評(píng)價(jià)的思考[J];課程.教材.教法;2004年10期

相關(guān)碩士學(xué)位論文 前6條

1 來永國;發(fā)展性課堂學(xué)生評(píng)價(jià)研究[D];山東師范大學(xué);2007年

2 于穎慧;高中信息技術(shù)課的學(xué)習(xí)評(píng)價(jià)研究[D];山東師范大學(xué);2007年

3 程慧麗;課題式研究性學(xué)習(xí)評(píng)價(jià)體系探究[D];上海師范大學(xué);2007年

4 邱小紅;地理研究性學(xué)習(xí)評(píng)價(jià)的研究[D];上海師范大學(xué);2006年

5 張海燕;網(wǎng)絡(luò)學(xué)習(xí)評(píng)價(jià)系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)[D];曲阜師范大學(xué);2005年

6 胡鐵;論研究性學(xué)習(xí)評(píng)價(jià)[D];湖南師范大學(xué);2003年

本文編號(hào)：1532375