本文選題：混合式學習 + 中職語文　； 參考：《華中師范大學》2017年碩士論文

【摘要】：中等職業(yè)教育作為培養(yǎng)我國中、初專業(yè)性技術(shù)人員的重要基地,社會和國家給予了較大的重視,而中職語文作為中職學生必修的公共基礎(chǔ)課,是其他學科學好的基礎(chǔ);而大量事實現(xiàn)象表明,中職語文課程教與學的現(xiàn)狀并不樂觀,不僅學生的學習積極性不高,而且玩手機的現(xiàn)象特別普遍,這一方面由于中職學生的基礎(chǔ)普遍較薄弱,另一方面由于中職語文教學仍普遍地采用傳統(tǒng)的PPT輔助教學方式;而混合式學習——一種融合了傳統(tǒng)教學和在線學習優(yōu)勢的新型學習方式,既能有效優(yōu)化學習過程,保證學生主體地位,促進當前教學改革,又能保持傳統(tǒng)教學本身的優(yōu)勢,解決中職學生自控力差的問題,從而為中職語文課程教學的改革提供了契機。因此本論文在此背景下,針對中職語文課程教與學現(xiàn)狀,將新的移動教學助手——藍墨云班課和傳統(tǒng)課堂教學結(jié)合起來構(gòu)建一種符合中職院校語文教學特點的移動混合式學習流程框架,利用藍墨云班課強大的功能改變傳統(tǒng)教學方式和教育理念,使教師能夠參照實證研究的過程對學生實施新的教學,以激發(fā)中職學生的語文學習主動性和積極性,本論文主要包括以下三個方面的研究工作。第一,通過研究背景的闡述提出了研究課題,明確了研究目的、研究意義、研究思路和研究方法;通過文獻調(diào)研的方法對國內(nèi)外混合式學習及其在中職、中職語文課程教學中的應用現(xiàn)狀進行了分析,了解了混合式學習的研究熱點,并對研究的相關(guān)概念和理論基礎(chǔ)進行了界定。第二,分析了藍墨云班課的功能及在中職語文課程教學中的應用優(yōu)勢,并結(jié)合中職語文教學現(xiàn)狀和已有混合式學習流程,構(gòu)建出了藍墨云班課支持的中職語文移動混合式學習流程框架,并結(jié)合課程內(nèi)容對各環(huán)節(jié)進行了詳細的分析和設(shè)計。第三,根據(jù)設(shè)計,在實習學校進行了為期8周的實踐教學,通過學習過程評價、成績對比、問卷調(diào)查、訪談等形式驗證了流程框架及教學內(nèi)容設(shè)計的有效性,并進行了案例分享,以供其他一線教師參考。實踐證明,藍墨云班課支持的移動混合式學習流程框架在中職語文課程教學中的應用是有效的,教學內(nèi)容設(shè)計是合理的,可以有效提高中職學生的語文學習效果、激發(fā)中職學生學習語文的興趣。
[Abstract]:Secondary vocational education as an important base for training junior technical personnel in our country, society and the country pay more attention to it. As a compulsory public basic course for secondary vocational students, secondary vocational language is the basis of other science. A large number of facts and phenomena show that the current situation of teaching and learning of Chinese courses in secondary vocational schools is not optimistic, not only the enthusiasm of students is not high, but also the phenomenon of playing with mobile phones is particularly common. On the one hand, the foundation of secondary vocational school students is generally weak. On the other hand, Chinese teaching in secondary vocational schools still generally adopts the traditional PPT auxiliary teaching method, and hybrid learning, a new learning method that combines the advantages of traditional teaching and online learning, can effectively optimize the learning process. To ensure the students' main position, to promote the current teaching reform, to maintain the advantages of the traditional teaching itself, to solve the problem of poor self-control of secondary vocational school students, thus providing an opportunity for the reform of the teaching of Chinese in secondary vocational schools. Under this background, this paper aims at the current situation of Chinese teaching and learning in secondary vocational schools. Combining the new mobile teaching assistant, Lan Mo Yun class, with the traditional classroom teaching, this paper constructs a mobile hybrid learning process framework which accords with the characteristics of Chinese teaching in secondary vocational schools. Taking advantage of the powerful function of Lan Mo Yun class to change the traditional teaching methods and educational concepts, teachers can carry out new teaching to students according to the process of empirical research, in order to stimulate the students' initiative and enthusiasm in Chinese learning. This thesis mainly includes the following three aspects of research work. First, through the research background elaboration proposed the research topic, has defined the research goal, the research significance, the research thought and the research method, through the literature investigation method to the domestic and foreign mixed learning and its in the secondary vocational school, This paper analyzes the current situation of the application of Chinese teaching in secondary vocational school, understands the research hotspot of hybrid learning, and defines the related concepts and theoretical basis of the research. Secondly, it analyzes the function of Lan Mo Yun class and its application advantage in the secondary vocational school Chinese course teaching, and combines the current situation of the secondary vocational school Chinese teaching and the existing mixed learning process. This paper constructs a mobile hybrid learning process framework for secondary vocational school Chinese supported by Lan Mo Yun class, and analyzes and designs each link in detail combined with the curriculum content. Thirdly, according to the design, the practice teaching was conducted in the practice school for 8 weeks. The effectiveness of the process framework and the design of the teaching content was verified by the evaluation of the learning process, the comparison of the results, the questionnaire, the interview and so on. And carried on the case to share, for other first-line teachers reference. The practice proves that the application of the mobile hybrid learning flow framework supported by Lan Mo Yun class in the secondary vocational school Chinese course teaching is effective, and the teaching content design is reasonable, which can effectively improve the Chinese learning effect of the secondary vocational school students. Stimulate the interest of secondary vocational school students in learning Chinese.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.3

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