利用網(wǎng)絡(luò)環(huán)境優(yōu)化初中信息科技課堂教學(xué)的實(shí)踐研究
發(fā)布時(shí)間：2018-11-15 19:49
【摘要】：21世紀(jì)，社會(huì)信息化高度發(fā)展，信息技術(shù)被各行各業(yè)廣泛應(yīng)用。教育信息化成為教育面向信息社會(huì)的要求和必然結(jié)果。為了適應(yīng)信息時(shí)代給教育帶來(lái)的挑戰(zhàn)，傳統(tǒng)的教育觀念、教學(xué)模式、教學(xué)管理等各個(gè)工作環(huán)節(jié)必須實(shí)行有效的改革。課堂教學(xué)作為中小學(xué)教育信息化的主要陣地，與信息技術(shù)有機(jī)結(jié)合是當(dāng)前教學(xué)改革工作的關(guān)鍵。 初中信息科技課程是一門實(shí)踐性很強(qiáng)的學(xué)科，以全面提升學(xué)生的信息素養(yǎng)為總目標(biāo)。目前信息科技課程大多仍以傳統(tǒng)的知識(shí)傳授，并輔助以上機(jī)實(shí)踐的方式為主。這種教學(xué)方式以知識(shí)灌輸、學(xué)生被動(dòng)接受為主、很難培養(yǎng)學(xué)生的綜合運(yùn)用及創(chuàng)新能力。利用網(wǎng)絡(luò)環(huán)境進(jìn)行課堂教學(xué)這一新型模式，旨在培養(yǎng)學(xué)生發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題的能力和協(xié)作能力等多方面的綜合能力，符合信息科技課程對(duì)學(xué)生的培養(yǎng)目標(biāo)。因此將其融合到信息科技教學(xué)中在培養(yǎng)學(xué)生自主、創(chuàng)新精神和協(xié)作能力上具有很好的作用。 利用網(wǎng)絡(luò)環(huán)境進(jìn)行課堂教學(xué)以其獨(dú)特的優(yōu)勢(shì)，完善了傳統(tǒng)課堂教學(xué)，又為教師的教和學(xué)生的學(xué)提供了強(qiáng)有力的平臺(tái)支持，滿足了學(xué)生自主學(xué)習(xí)和個(gè)性化學(xué)習(xí)的需要，，增加了新的交互方式，給學(xué)生提供了更便捷的學(xué)習(xí)機(jī)會(huì)、豐富的教學(xué)環(huán)境和教學(xué)資源。如何在網(wǎng)絡(luò)環(huán)境下開(kāi)展初中信息科技課堂教學(xué)，在網(wǎng)絡(luò)環(huán)境下初中信息科技課程適合采用哪些教學(xué)模式進(jìn)行教學(xué)，成為本文探討的重點(diǎn)。 本文采用文獻(xiàn)研究法、案例分析法、問(wèn)卷調(diào)查法等多種研究方法，論文總共分為五部分進(jìn)行論述。 第一部分是緒論部分，主要包括研究背景和意義、研究?jī)?nèi)容和方法和創(chuàng)新點(diǎn)。為后文的論述做理論鋪墊。 第二部分是理論依據(jù)與研究現(xiàn)狀。包括理論依據(jù)和國(guó)內(nèi)外研究現(xiàn)狀。 第三部分介紹了相關(guān)概念和理論。主要有信息科技、課堂教學(xué)、信息科技課堂教學(xué)和優(yōu)化初中信息科技課堂教學(xué)的必要性。 第四部分是論文的重點(diǎn)。闡述了優(yōu)化初中信息科技課堂教學(xué)的個(gè)案分析。舉例說(shuō)明了X中學(xué)初一信息科技課堂教學(xué)概況、初中信息科技課程標(biāo)準(zhǔn)中課程目標(biāo)的解讀、X中學(xué)初一在網(wǎng)絡(luò)環(huán)境下信息科技課堂教學(xué)的實(shí)踐研究、教學(xué)效果的分析與總結(jié)以及網(wǎng)絡(luò)環(huán)境下優(yōu)化信息科技課程教學(xué)存在的問(wèn)題。 第五部分是結(jié)論。
[Abstract]:In the 21 st century, with the high development of social information, information technology is widely used in various industries. Education informatization has become the requirement and inevitable result of education facing the information society. In order to adapt to the challenge to education brought by the information age, the traditional educational concept, teaching mode and teaching management must be reformed effectively. Classroom teaching, as the main position of primary and secondary education informatization, is the key of current teaching reform. Junior high school information technology curriculum is a very practical subject, with the overall goal of improving students' information literacy. At present, most of the IT courses are still based on traditional knowledge, and assist in the practice of computer. This teaching method is based on knowledge indoctrination and students' passive acceptance. It is difficult to cultivate students' comprehensive application and innovation ability. The new model of classroom teaching based on network environment aims to cultivate students' comprehensive ability of finding problems, analyzing problems, solving problems and cooperating, which is in line with the training goal of information technology courses. Therefore, integrating it into information technology teaching plays a good role in cultivating students' independence, innovation spirit and cooperation ability. The use of network environment for classroom teaching with its unique advantages, improve the traditional classroom teaching, and provide a strong platform for teachers and students to support the learning, to meet the needs of independent learning and personalized learning of students. New interactive methods are added to provide students with more convenient learning opportunities, rich teaching environment and teaching resources. How to carry out the information technology classroom teaching in junior high school under the network environment and which teaching mode is suitable for the information technology course in the middle school under the network environment has become the focal point of this article. In this paper, literature research, case analysis, questionnaire survey and other research methods, the paper is divided into five parts to discuss. The first part is the introduction, including the research background and significance, research content and methods and innovation. For the following discussion of the theory of paving the way. The second part is the theoretical basis and research status. Including the theoretical basis and domestic and foreign research status. The third part introduces the related concepts and theories. There are mainly information technology, classroom teaching, information technology classroom teaching and the necessity of optimizing junior high school information technology classroom teaching. The fourth part is the focus of the paper. This paper expounds the case analysis of optimizing the information technology classroom teaching in junior high school. Examples are given to illustrate the general situation of information technology classroom teaching in grade one of X middle school, the interpretation of curriculum objectives in the information technology curriculum standard of junior high school, and the practical research on information technology classroom teaching in the network environment of grade one of X middle school. The analysis and summary of teaching effect and the problems existing in optimizing the teaching of information technology course under the network environment. The fifth part is the conclusion.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G434;G633.67
本文編號(hào)：2334277
[Abstract]:In the 21 st century, with the high development of social information, information technology is widely used in various industries. Education informatization has become the requirement and inevitable result of education facing the information society. In order to adapt to the challenge to education brought by the information age, the traditional educational concept, teaching mode and teaching management must be reformed effectively. Classroom teaching, as the main position of primary and secondary education informatization, is the key of current teaching reform. Junior high school information technology curriculum is a very practical subject, with the overall goal of improving students' information literacy. At present, most of the IT courses are still based on traditional knowledge, and assist in the practice of computer. This teaching method is based on knowledge indoctrination and students' passive acceptance. It is difficult to cultivate students' comprehensive application and innovation ability. The new model of classroom teaching based on network environment aims to cultivate students' comprehensive ability of finding problems, analyzing problems, solving problems and cooperating, which is in line with the training goal of information technology courses. Therefore, integrating it into information technology teaching plays a good role in cultivating students' independence, innovation spirit and cooperation ability. The use of network environment for classroom teaching with its unique advantages, improve the traditional classroom teaching, and provide a strong platform for teachers and students to support the learning, to meet the needs of independent learning and personalized learning of students. New interactive methods are added to provide students with more convenient learning opportunities, rich teaching environment and teaching resources. How to carry out the information technology classroom teaching in junior high school under the network environment and which teaching mode is suitable for the information technology course in the middle school under the network environment has become the focal point of this article. In this paper, literature research, case analysis, questionnaire survey and other research methods, the paper is divided into five parts to discuss. The first part is the introduction, including the research background and significance, research content and methods and innovation. For the following discussion of the theory of paving the way. The second part is the theoretical basis and research status. Including the theoretical basis and domestic and foreign research status. The third part introduces the related concepts and theories. There are mainly information technology, classroom teaching, information technology classroom teaching and the necessity of optimizing junior high school information technology classroom teaching. The fourth part is the focus of the paper. This paper expounds the case analysis of optimizing the information technology classroom teaching in junior high school. Examples are given to illustrate the general situation of information technology classroom teaching in grade one of X middle school, the interpretation of curriculum objectives in the information technology curriculum standard of junior high school, and the practical research on information technology classroom teaching in the network environment of grade one of X middle school. The analysis and summary of teaching effect and the problems existing in optimizing the teaching of information technology course under the network environment. The fifth part is the conclusion.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G434;G633.67
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 楊玉寶;認(rèn)知彈性理論對(duì)網(wǎng)絡(luò)環(huán)境下專題教學(xué)的啟示[J];安徽水利水電職業(yè)技術(shù)學(xué)院學(xué)報(bào);2005年01期
2 張舒予;王帆;;視覺(jué)素養(yǎng)培養(yǎng)與民族文化傳承[J];當(dāng)代傳播;2008年04期
3 趙學(xué)信;;網(wǎng)絡(luò)環(huán)境下學(xué)習(xí)模式探討——課堂教學(xué)的補(bǔ)充與拓展[J];中國(guó)遠(yuǎn)程教育;2006年03期
4 劉繁華;網(wǎng)絡(luò)教學(xué)中教師的教學(xué)行為研究[J];電化教育研究;2004年04期
5 張舒予,朱靜秋;信息技術(shù)支撐下的視覺(jué)素養(yǎng)培養(yǎng)(上)[J];電化教育研究;2005年03期
6 郭文東;;案例導(dǎo)學(xué)-自主探究教學(xué)模式的構(gòu)建[J];湖北經(jīng)濟(jì)學(xué)院學(xué)報(bào)(人文社會(huì)科學(xué)版);2008年11期
7 徐美仙,張學(xué)波;多維視角里的視覺(jué)素養(yǎng):內(nèi)涵、視野及意義[J];開(kāi)放教育研究;2004年03期
8 肖年志;;信息技術(shù)學(xué)科教學(xué)中自主學(xué)習(xí)實(shí)施策略的探討[J];中國(guó)現(xiàn)代教育裝備;2006年01期
9 陳慶貴;;主題學(xué)習(xí)網(wǎng)站建設(shè)與應(yīng)用研究的反思[J];信息技術(shù)教育;2006年08期
10 蘇平萍,謝朝霞;建構(gòu)主義理論下教師創(chuàng)設(shè)問(wèn)題情境的三大難點(diǎn)[J];教育探索;2005年11期
本文編號(hào)：2334277
本文鏈接：http://sikaile.net/jiaoyulunwen/jiaoyujiaoxuefangfalunwen/2334277.html
最近更新
教材專著
