本文選題：信息化環(huán)境 + 翻轉(zhuǎn)課堂　； 參考：《陜西理工大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)的迅猛發(fā)展和教育教學(xué)觀念的不斷更新,現(xiàn)代教育技術(shù)與學(xué)科教學(xué)不斷融合,教育教學(xué)領(lǐng)域正在經(jīng)歷著一場由科學(xué)技術(shù)主導(dǎo)的巨大改革�！胺D(zhuǎn)課堂”作為一種基于信息技術(shù)的新的教學(xué)模式,為語文教育教學(xué)改革注入了活力。翻轉(zhuǎn)課堂與語文教學(xué)的深度融合,必將推動語文教育教學(xué)的改革發(fā)展,提高語文教學(xué)的有效性,全面提升語文教學(xué)質(zhì)量。翻轉(zhuǎn)課堂以構(gòu)建主義、研究性教學(xué)、行為主義學(xué)習(xí)、對話教學(xué)、精熟教學(xué)法等作為理論基礎(chǔ),體現(xiàn)了以人為本的思想及自主、合作、探究新課程教學(xué)理念�；谥貞c聚奎中學(xué)、深圳南山實驗學(xué)校、昌樂一中等學(xué)校翻轉(zhuǎn)課堂實踐經(jīng)驗的總結(jié),并通過對本地三所學(xué)校教師、學(xué)生及家長“教師信息技術(shù)水平”“教師對翻轉(zhuǎn)課堂的認(rèn)可度”“學(xué)生家校使用電腦情況”“學(xué)生信息技術(shù)水平”“現(xiàn)有課堂教學(xué)喜歡程度分析及理想學(xué)習(xí)方式”等問題的調(diào)查,可以看出,翻轉(zhuǎn)課堂在語文課程中的運用是十分必要而且切實可行的。教師的翻轉(zhuǎn)課堂理念、學(xué)生的興趣及家長的支持是翻轉(zhuǎn)課堂實施的條件,語文教師的專業(yè)性、優(yōu)質(zhì)的微課、配套的學(xué)習(xí)環(huán)境、合理的語文課堂設(shè)計是翻轉(zhuǎn)課堂實施的基本要素。從三所學(xué)校語文翻轉(zhuǎn)課堂實踐探索來看,語文翻轉(zhuǎn)課堂有一般模式和特殊模式兩種。一般模式,適應(yīng)于校內(nèi)外信息化程度較高的學(xué)習(xí)環(huán)境,其流程為課前翻轉(zhuǎn)——學(xué)生自主預(yù)習(xí)、課堂翻轉(zhuǎn)——師生、生生積極互動、課后翻轉(zhuǎn)——運用微課深化學(xué)習(xí);特殊模式,適應(yīng)于校內(nèi)外信息化環(huán)境較低的學(xué)習(xí)環(huán)境,其實質(zhì)是變課外翻轉(zhuǎn)為課內(nèi)翻轉(zhuǎn),先課內(nèi)自學(xué),再課內(nèi)互動。語文翻轉(zhuǎn)課堂與傳統(tǒng)課堂相比,其實質(zhì)是教學(xué)目標(biāo)上從“教的目標(biāo)”轉(zhuǎn)向“學(xué)的目標(biāo)”,教學(xué)過程從線性轉(zhuǎn)向非線性,教學(xué)方法從授受型轉(zhuǎn)向互動型,教學(xué)評價的內(nèi)容、主體、方式從單一性轉(zhuǎn)向多元化的過程。語文翻轉(zhuǎn)課堂優(yōu)勢表現(xiàn)在,可以幫助學(xué)生實現(xiàn)創(chuàng)造性自主學(xué)習(xí),促進(jìn)師生教師轉(zhuǎn)變與課堂互動,便于教師及時并有針對性的為學(xué)生解決問題,實現(xiàn)了語文教育人機(jī)勞動分工,促進(jìn)學(xué)生思維品質(zhì)全面提升。當(dāng)下的語文翻轉(zhuǎn)課堂存在著學(xué)生主體地位傾向絕對化,教學(xué)資源唯一化,思維培養(yǎng)的定向化,情感、態(tài)度、價值觀的正確導(dǎo)向缺失、語文翻轉(zhuǎn)課堂的過分肯定等問題,有的放矢,采取恰當(dāng)?shù)膶Σ?才能使語文翻轉(zhuǎn)課堂少走彎路,更有實效�；ヂ�(lián)網(wǎng)的普及和計算機(jī)技術(shù)在教育領(lǐng)域的應(yīng)用,使翻轉(zhuǎn)課堂教學(xué)模式變得可行和現(xiàn)實,翻轉(zhuǎn)課堂在語文教學(xué)中的應(yīng)用,更是為語文學(xué)習(xí)提供了新的理念和新的學(xué)習(xí)方法。但是,語文翻轉(zhuǎn)課堂的應(yīng)用不是對傳統(tǒng)語文教學(xué)的否定。傳統(tǒng)語文教學(xué)方式在涌現(xiàn)出弊端的同時,仍然有其優(yōu)越性的一面,因此,在語文教學(xué)中,要依據(jù)課文內(nèi)容和特點,既要保留傳統(tǒng)教學(xué)的優(yōu)點,又要發(fā)揮翻轉(zhuǎn)課堂的長處,二者優(yōu)化整合,使語文教學(xué)與時俱進(jìn),更加高效。
[Abstract]:With the rapid development of information technology and the renewal of educational and teaching concepts, modern educational technology and subject teaching are merging continuously, and the field of education and teaching is undergoing a huge reform led by science and technology. As a new teaching mode based on information technology, "flipping classroom" has injected vitality into the reform of Chinese teaching. The deep fusion of flipping classroom and Chinese teaching will promote the reform and development of Chinese education and teaching, improve the effectiveness of Chinese teaching and improve the quality of Chinese teaching in an all-round way. Based on constructionism, research-based teaching, behaviorism learning, dialogue teaching and proficient teaching method, the flipping classroom embodies the people-oriented thought and autonomy, cooperation, and explores the new curriculum teaching idea. Based on the summary of the practical experience of Chongqing Jukui Middle School, Shenzhen Nanshan Experimental School, Changle No. 1 Middle School, and through the teachers of three local schools, Students and parents "Teachers' Information Technology level" Teachers' recognition of flipping classroom "," students' use of computer in Home and School "," students' Information Technology level "present classroom Teaching liking degree and ideal Learning Mode" "etc. It can be seen that the use of flip classroom in Chinese curriculum is very necessary and feasible. Teachers' idea of flipping classroom, students' interest and parents' support are the conditions of flipping classroom implementation. Chinese teachers' professionalism, high quality micro-class, matching learning environment and reasonable Chinese classroom design are the basic elements of flipping classroom implementation. From the exploration of three schools' Chinese flipping classroom practice, there are two kinds of Chinese flipping classroom: general mode and special mode. General mode, adapted to the learning environment with high level of information inside and outside the school, its flow is pre-class flipping-students' autonomous preview, classroom flipping-teachers and students, positive interaction between students and students, after-class flipping-using micro-lessons to deepen learning; special mode, To adapt to the learning environment of low information environment in and out of school, its essence is to change the extra-curricular turnover into the in-class flipping, first self-study in class, and then interact in class. Compared with the traditional classroom, the essence of the Chinese flipping classroom is to change the teaching goal from the "teaching goal" to the "learning goal", the teaching process from the linear to the nonlinear, the teaching method from the teaching type to the interactive type, the content and the subject of the teaching evaluation. The process of changing from singularity to diversification. The advantages of Chinese flipping classroom can help students to realize creative independent learning, promote teachers and students to change and interact with classroom, facilitate teachers to solve problems for students in time and pertinently, and realize the division of labor between man and machine in Chinese education. To promote the overall improvement of students' thinking quality. At present, there are some problems in the Chinese flipping classroom, such as the absolute tendency of students' dominant position, the uniqueness of teaching resources, the orientation of thinking cultivation, the lack of correct orientation of emotion, attitude, and values, the over-affirmation of Chinese flipping classroom, etc. Only by taking appropriate countermeasures, can we make the Chinese flipping classroom less detours and more effective. The popularization of the Internet and the application of computer technology in the field of education make the flipping classroom teaching mode feasible and realistic. The application of flip classroom in Chinese teaching provides new ideas and new learning methods for Chinese learning. However, the application of Chinese flipping classroom is not the negation of traditional Chinese teaching. The traditional Chinese teaching method has its advantages while it emerges its disadvantages. Therefore, according to the content and characteristics of the text, it is necessary to retain the advantages of traditional teaching and to give full play to the advantages of flipping the classroom. The optimization and integration of the two make Chinese teaching keep pace with the times and become more efficient.
【學(xué)位授予單位】：陜西理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 谷素華;;翻轉(zhuǎn)課堂的實施及策略芻議[J];內(nèi)蒙古師范大學(xué)學(xué)報(教育科學(xué)版);2016年11期

2 李茜茜;;借信息技術(shù)之力讓翻轉(zhuǎn)后的語文課不變味[J];中國教育技術(shù)裝備;2016年19期

3 丁婷;;初中學(xué)段語文翻轉(zhuǎn)課堂研究[J];當(dāng)代教育理論與實踐;2016年03期

4 童志斌;李姍姍;;關(guān)于語文學(xué)科“翻轉(zhuǎn)課堂”的冷思考[J];課程教學(xué)研究;2015年05期

5 龍寶新;孫峰;;翻轉(zhuǎn)課堂與高效課堂間的異同與整合[J];電化教育研究;2014年12期

6 郭鵬飛;;國外關(guān)于翻轉(zhuǎn)課堂的理性思考[J];中國信息技術(shù)教育;2014年15期

7 蘇小兵;管玨琪;錢冬明;祝智庭;;微課概念辨析及其教學(xué)應(yīng)用研究[J];中國電化教育;2014年07期

8 黎加厚;;微課程教學(xué)法與翻轉(zhuǎn)課堂的中國本土化行動[J];中國教育信息化;2014年14期

9 張福濤;;基于學(xué)生自主發(fā)展的“翻轉(zhuǎn)課堂”探索與實踐[J];中國教育信息化;2014年14期

10 何朝陽;歐玉芳;曹祁;;美國大學(xué)翻轉(zhuǎn)課堂教學(xué)模式的啟示[J];高等工程教育研究;2014年02期

相關(guān)重要報紙文章 前1條

1 顧雪林;;一個人的網(wǎng)絡(luò)教學(xué)震動了世界[N];中國教育報;2013年

相關(guān)博士學(xué)位論文 前1條

1 胡小勇;問題化教學(xué)設(shè)計[D];華東師范大學(xué);2005年

相關(guān)碩士學(xué)位論文 前2條

1 丁小倩;小學(xué)語文翻轉(zhuǎn)課堂教學(xué)模式實踐研究[D];中央民族大學(xué);2015年

2 鄧曉娟;翻轉(zhuǎn)課堂教學(xué)模式的設(shè)計及應(yīng)用策略研究[D];華東師范大學(xué);2015年

，

本文編號：2015329