本文選題：差異 + 差異教學　； 參考：《陜西師范大學》2007年碩士論文

【摘要】： 21世紀是知識經(jīng)濟的時代，是個需要多樣化人才的時代，是個關(guān)注個性發(fā)展的時代。在這樣的時代背景下，全世界都重視教育，關(guān)注兒童、青少年的成長和發(fā)展，中國作為經(jīng)濟快速發(fā)展的國家，也在提倡素質(zhì)教育，開展著如火如荼的新課程改革，為新時代培養(yǎng)優(yōu)秀的創(chuàng)造性人才。差異教學正順應(yīng)了這種時代潮流。它主張以人為本，以學習者為中心，以學習者差異為出發(fā)點，采用目標分層、彈性分組等新形式策略展開適合學習者個人特點的差異化多樣化的教學及評價。其中又不乏教師的宏觀指導(dǎo)，為素質(zhì)教育下的新課程改革點亮了一盞明燈。 本研究采用系統(tǒng)分析方法、比較分析方法、文獻研究方法等多種研究方法，在對差異教學及差異教學中的“差異”進行深入研究的基礎(chǔ)上，提出基于網(wǎng)絡(luò)環(huán)境的差異教學，并就其網(wǎng)絡(luò)環(huán)境的構(gòu)建和教學設(shè)計進行了系統(tǒng)地探討，最終提出了一個教學設(shè)計方案和相關(guān)的案例設(shè)計。 文章主要分為七個部分。第一部分緒論，引出要研究的問題，，分析差異教學國內(nèi)外研究現(xiàn)狀，闡述了研究的意義、內(nèi)容和方法。 第二部分針對差異教學的內(nèi)涵特點進行分析，從社會需要、教育需要、現(xiàn)代教學論三個方面論述了差異教學實施的必要性，闡述了差異教學實施的一般過程。第三部分就差異教學的出發(fā)點——學習者差異，進行了具體分析，提出影響學習者差異及其學習差異造成的主要因素有：多元智能、性格、動機與興趣、學習風格、學習者準備水平，并就這些因素的特點和它們對學習的影響進行了論述。 第四部分提出基于網(wǎng)絡(luò)環(huán)境的差異教學，首先討論了網(wǎng)絡(luò)對差異教學可能提供的潛在支持，之后針對目前網(wǎng)絡(luò)教學中存在的問題進行分析，指出差異教學對網(wǎng)絡(luò)教學的實際意義。第五部分和第六部分對基于網(wǎng)絡(luò)環(huán)境的差異教學進行教學設(shè)計。第五部分是網(wǎng)絡(luò)環(huán)境設(shè)計，主要包括網(wǎng)絡(luò)平臺設(shè)計、網(wǎng)絡(luò)支持技術(shù)和網(wǎng)絡(luò)資源設(shè)計，為差異教學在網(wǎng)絡(luò)上的實施提供了空間和平臺。 第六部分在環(huán)境構(gòu)建的基礎(chǔ)上，提出基于網(wǎng)絡(luò)的差異教學模式，接著，依據(jù)網(wǎng)絡(luò)差異教學模式，參考教學設(shè)計一般過程，設(shè)計網(wǎng)絡(luò)差異教學，主要從學習者差異測查、教學內(nèi)容、教學目標、教學任務(wù)、教／學活動等幾個方面進行具體設(shè)計。重點是差異測查和教／學過程設(shè)計。差異測查重點論述了測查方法和結(jié)果分析，教／學活動設(shè)計則論述了教師教的活動和學習者學的活動。第七部分依據(jù)教學設(shè)計，以初中信息技術(shù)課程中的Flash MX教學為例，做了差異教學案例設(shè)計，實現(xiàn)了一部分差異教學提倡的理念，以期使設(shè)計達到實現(xiàn)的目的。 本研究全面系統(tǒng)的就差異教學、學習者差異和基于網(wǎng)絡(luò)環(huán)境的差異教學展開了研究。通過研究說明，差異教學有必要實行，基于網(wǎng)絡(luò)環(huán)境的差異教學更有必要實施，并有實施的可行性。該論文的創(chuàng)新之處就在于全面分析了差異教學中差異對學習者學習的影響，詳細具體的研究了網(wǎng)絡(luò)差異教學，設(shè)計出了一個完整的基于網(wǎng)絡(luò)的差異教學實施方案，將差異教學使用從傳統(tǒng)教師課堂教學擴展到了網(wǎng)絡(luò)范圍，為現(xiàn)代以學習者為中心，關(guān)注學習者個體差異的教學提供了新的參考路徑和方法。
[Abstract]:The twenty-first Century is the era of knowledge economy, is a diversified talent era is the era of concerning personality development. In this background, the world attach great importance to education, attention to children, the growth and development of young people, China as countries with the rapid economic development, but also in the promotion of quality education, a new development like a raging fire curriculum reform, cultivating creative talents for the new era. The difference teaching conforms to the trend of the times. It advocates people-oriented, learner centered and learner differences as the starting point, the target level, flexible grouping and other new forms of strategy differences for the personal characteristics of learners of teaching and evaluation of diversification. There is no lack of macro guidance of teachers, the quality education under the new curriculum reform lightened.
This research adopts the system analysis method, comparative analysis method, the methods of literature research methods, on the differences of teaching and difference teaching in the "difference" on the basis of in-depth study, put forward the teaching differences based on the network environment and the network environment structure and teaching design are discussed systematically, finally put forward a teaching design and correlative case design.
The article is mainly divided into seven parts. The first part is the introduction, which introduces the problems to be studied, analyzes the research status quo of differentiated teaching both at home and abroad, and expounds the significance, contents and methods of the research.
In the second part, the connotation and features of difference teaching are analyzed from the social needs, educational needs, modern teaching theory three aspects discusses the necessity of implementing difference teaching, describes the general process of difference teaching. The third part is the starting point of difference teaching - learning differences, a specific analysis, put forward the main factors effects of learner differences and learning differences are: multiple intelligence, personality, motivation and interest, learning styles, learning readiness, and the characteristics of these factors and their impact on learning are discussed.
The fourth part puts forward the difference teaching based on network environment, first discusses the network to support potential difference teaching may provide, then aiming at the existing problems in network teaching are analyzed, pointed out the practical significance of difference teaching in network teaching. In the fifth part and the sixth part of the teaching design differences based on the network environment. The fifth part is the network environment design, including network platform design, design technology and cyber source support network, provides space and platform for different teaching on the network.
The sixth part is based on the environment construction, puts forward the teaching mode, the network based on the difference then, according to the teaching mode of network reference differences, the general instructional design process, design of network teaching differences, mainly from the differences of learners examination, teaching content, teaching objectives, teaching tasks, teaching and learning activities of several aspects. The focus is the investigation and teaching / learning activities difference. Investigation focuses on the investigation methods and results analysis, teaching / learning activities discusses the teaching activities of teachers and learners in learning activities. The seventh part is on the basis of the teaching design, the Flash MX teaching in junior high school information technology courses as an example, do the difference in design of teaching case, implements part of the concept of difference teaching advocated, in order to achieve the design purpose.
The comprehensive and systematic study of difference teaching, learner differences and difference teaching based on network environment is studied. The research shows that it is necessary to implement difference teaching, more differences in network environment and the necessary teaching based on the feasibility of implementation. The paper's innovation lies in a comprehensive analysis of the impact of differences in teaching in the learning, detailed research network difference teaching, the design of a complete implementation of teaching network based on the difference of the difference teaching using extended from the classroom to the network of traditional teaching, modern learner centered, pay attention to individual differences of learners teaching reference the path and the new method.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G434

【引證文獻】

相關(guān)期刊論文 前1條

1 陳麗東;陳娟;;探究式教學在化學教學中的作用[J];考試周刊;2011年89期

相關(guān)碩士學位論文 前4條

1 宋健;初中英語差異教學模式建構(gòu)研究[D];河南大學;2009年

2 趙仙仙;普通高中信息技術(shù)課差異教學研究[D];遼寧師范大學;2011年

3 危進進;基于混合學習的差異教學設(shè)計與實踐研究[D];河南師范大學;2011年

4 宋春娜;基于差異教學思想的《大學計算機基礎(chǔ)》教學設(shè)計研究[D];河北大學;2010年

本文編號：1732285