本文選題：信息技術(shù)與課程整合 + 主體教育　； 參考：《曲阜師范大學(xué)》2010年碩士論文

【摘要】： 在教育改革的背景下,學(xué)生在教育教學(xué)活動(dòng)中的地位得到人們的重新審視。學(xué)生作為教育活動(dòng)和學(xué)習(xí)活動(dòng)的主體已經(jīng)得到廣泛的承認(rèn)。主體性教育思想是當(dāng)代教育思想的一個(gè)重要組成部分,也是當(dāng)前課程改革及實(shí)施素質(zhì)教育的一個(gè)認(rèn)識(shí)起點(diǎn)。我國(guó)高度重視信息技術(shù)與課程的整合,在新課標(biāo)中明確了信息技術(shù)與課程整合的目標(biāo)與內(nèi)容。因此,探討信息技術(shù)與課程整合背景下學(xué)生主體性的培養(yǎng)具有重要的理論和實(shí)踐意義。 本研究主要探討當(dāng)下我國(guó)基礎(chǔ)教育中學(xué)生主體性的培養(yǎng)問(wèn)題。通過(guò)理論探討,明確主體性的內(nèi)涵和我國(guó)基礎(chǔ)教育中學(xué)生主體性缺失的原因,并提出了信息技術(shù)與課程整合背景下學(xué)生主體性培養(yǎng)的理論基礎(chǔ)和培養(yǎng)方法。在對(duì)信息技術(shù)與課程整合和主體教育作必要介紹的基礎(chǔ)上,提出信息技術(shù)與課程整合中培養(yǎng)學(xué)習(xí)者主體性的重要性,分析了我國(guó)基礎(chǔ)教育中學(xué)生主體性缺失的原因和主體性的內(nèi)涵。 根據(jù)主體教育的理念和信息技術(shù)與課程整合的特點(diǎn),本文提出了培養(yǎng)學(xué)習(xí)者主體性的應(yīng)該以主體性教育理論、多元智能理論和建構(gòu)主義學(xué)習(xí)理論為指導(dǎo),并從學(xué)習(xí)資源、教學(xué)方法、學(xué)習(xí)模式和學(xué)習(xí)評(píng)價(jià)四個(gè)方面來(lái)構(gòu)建培養(yǎng)學(xué)習(xí)者主體性的教學(xué)環(huán)境。本文冀圖喚起人們對(duì)信息技術(shù)與課程整合中培養(yǎng)學(xué)習(xí)者主體性的重視,并希望能為教育教學(xué)實(shí)踐提供參考。 論文共分為六章：第一章是緒論,主要介紹了本研究的背景、意義以及國(guó)內(nèi)外研究現(xiàn)狀和研究思路與方法；第二章主要介紹信息技術(shù)與課程整合的背景、內(nèi)涵和意義；第三章探討主體教育思想的時(shí)代背景、內(nèi)涵和意義并明確主體性的內(nèi)涵；第四章探討和分析當(dāng)前我國(guó)基礎(chǔ)教育中學(xué)生主體性缺失的原因,并提出信息技術(shù)與課程整合條件下建構(gòu)學(xué)習(xí)者主體性的理論基礎(chǔ)；第五章是本論文的核心,提出在信息技術(shù)與課程整合條件下學(xué)生主體性培養(yǎng)的方法或途徑并給出教學(xué)設(shè)計(jì)的案例；第六章是總結(jié)與展望,主要是對(duì)本研究的總結(jié),以及對(duì)后續(xù)研究的展望。
[Abstract]:In the context of educational reform, the status of students in educational activities has been re-examined. Students as the main body of educational activities and learning activities have been widely recognized. The thought of subjective education is an important part of contemporary educational thought, and also a starting point of the current curriculum reform and the implementation of quality-oriented education. China attaches great importance to the integration of information technology and curriculum, and defines the goal and content of the integration of information technology and curriculum in the new curriculum standard. Therefore, it is of great theoretical and practical significance to explore the cultivation of students' subjectivity in the context of the integration of information technology and curriculum. This study mainly discusses the cultivation of students'subjectivity in basic education in China. Through theoretical discussion, this paper clarifies the connotation of subjectivity and the reasons for the lack of subjectivity in Chinese elementary education students, and puts forward the theoretical basis and training method of the cultivation of students' subjectivity under the background of the integration of information technology and curriculum. On the basis of introducing the integration of information technology and curriculum and subject education, this paper points out the importance of cultivating learners' subjectivity in the integration of information technology and curriculum. This paper analyzes the reasons for the lack of subjectivity and the connotation of subjectivity of middle school students in basic education in China. According to the concept of subject education and the characteristics of integration of information technology and curriculum, this paper puts forward that the training of learners' subjectivity should be guided by the theory of subjectivity education, the theory of multiple intelligences and the theory of constructivism learning. Teaching method, learning model and learning evaluation are four aspects to construct the teaching environment of cultivating learners' subjectivity. This paper aims at arousing attention to the cultivation of learners' subjectivity in the integration of information technology and curriculum, and hopes to provide reference for the practice of education and teaching. The thesis is divided into six chapters: the first chapter is the introduction, which mainly introduces the background, significance, research status and research ideas and methods of this research, the second chapter mainly introduces the background, connotation and significance of the integration of information technology and curriculum. The third chapter discusses the background, connotation and significance of the subject education thought, and clarifies the connotation of the subjectivity. Chapter four discusses and analyzes the reasons for the lack of subjectivity of the middle school students in basic education in our country at present. The fifth chapter is the core of this thesis, and puts forward the theoretical basis of constructing learner subjectivity under the condition of integration of information technology and curriculum. This paper puts forward the methods or ways to cultivate students' subjectivity under the condition of the integration of information technology and curriculum and gives the case of teaching design. The sixth chapter is the summary and prospect of this research and the prospect of the follow-up research.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 趙輝;社會(huì)學(xué)視角下社區(qū)校內(nèi)教育與校外教育的研究[D];吉林農(nóng)業(yè)大學(xué);2011年

2 范海峰;基于任務(wù)驅(qū)動(dòng)的教學(xué)模式在《大學(xué)計(jì)算機(jī)基礎(chǔ)》中的應(yīng)用研究[D];東北師范大學(xué);2012年

，

本文編號(hào)：1912642