【摘要】： 合作學習(cooperative learning)是20世紀70年代中期興起于美國,并取得實質性進展的一種富有創(chuàng)意和實效的教學理論與策略。由于它在改善課堂內的社會心理氣氛,大面積提高學生的學業(yè)成績,促進學生形成良好非認知品質等方面成效顯著,很快引起世界各國的關注,并成為當代主流教學理論與策略之一,被譽為“近十幾年來最重要最成功的教學改革”。[1] 隨著中國加入“世界貿易組織”,市場國際化,資本國際化,技術國際化,信息國際化,必將帶來人才的國際化。今天的時代,是全球一體化的時代,要成為國際人才,更需要高超的合作能力。因此,怎樣培養(yǎng)國人,提高國際競爭力,已成為世界各國進行教育改革的出發(fā)點。 信息技術教學中,小組合作學習是對傳統教學模式的一種改革,是教育發(fā)展的必然要求,是體現學生主體性的有效途徑。它是一種以組內異質、組間同質的組織形式,促進學生在小組中互助合作,達到共同的學習目標,以小組總成績作為獎勵依據,促進學生認知、情感的教學策略體系。 本文以現代合作理論、建構主義學習理論為指導,在廣泛調查研究和實踐的基礎上,探討了合作學習策略在中學信息技術教學中的實踐與應用。 本研究旨在探討合作學習對中學生信息技術學習成績、學習信息技術的興趣、學生合作意識及合作能力影響,同時也把合作學習對人際交往中的交流恐懼的影響作為研究的一項重要內容。 本研究通過對實驗班和對照班的教學實踐,其研究結果表明:實驗后,實驗班學生比對照班學生在信息技術學習成績、學習信息技術的興趣、學生合作意識及合作能力等方面均有明顯提高。得出以下結論:合作學習是立足于以人為本、注重人的全面發(fā)展的一種教學策略。在信息技術課程教學中應用合作學習策略,能夠優(yōu)化課堂教學模式,提高教學效率,提高學生理論知識水平及操作技能。同時,通過小組活動,相互協作,降低了學生交流過程中的恐懼心理,它充分調動學生的能動性,減輕師生的負擔,增進教學效果,發(fā)揮教學中的人力資源優(yōu)勢,開發(fā)和利用學生個體差異,使各層次學生的個性都得到充分發(fā)展。在本文結尾部分,指出了尚待解決的問題及進一步努力的方向。
[Abstract]:Cooperative learning (cooperative learning) is a kind of creative and effective teaching theory and strategy which emerged in America in the middle of 1970s and made substantial progress. Because of its remarkable results in improving the social and psychological atmosphere in the classroom, improving students' academic performance in a large area, and promoting students to form good non-cognitive qualities, it soon attracted the attention of all countries in the world. It has become one of the mainstream teaching theories and strategies, and has been praised as "the most important and successful teaching reform in recent ten years." [1] with China's accession to the World Trade Organization, the internationalization of the market and the internationalization of capital, The internationalization of technology and information will surely bring about the internationalization of talents. Today's era, the era of global integration, to become an international talent, but also a superb ability to cooperate. Therefore, how to train people and improve international competitiveness has become the starting point of education reform. In information technology teaching, group cooperative learning is a reform of traditional teaching mode, an inevitable requirement of educational development, and an effective way to reflect students' subjectivity. It is a kind of teaching strategy system which promotes the students to cooperate with each other in groups to achieve the common learning goal and to promote the students' cognition and emotion with the group total achievement as the basis of reward and promote the students' cognition and emotion in the form of intra-group heterogeneity and homogeneity among groups. Under the guidance of modern cooperative theory and constructivism learning theory, this paper discusses the practice and application of cooperative learning strategy in information technology teaching in middle schools on the basis of extensive investigation and practice. The purpose of this study was to explore the effects of cooperative learning on the achievement of information technology learning, the interest in learning information technology, the students' cooperative consciousness and the ability to cooperate. At the same time, the effect of cooperative learning on communication fear in interpersonal communication is considered as an important part of the study. Through the teaching practice of the experimental class and the control class, the results show that: after the experiment, the students in the experimental class are more interested in information technology than the students in the control class. The students'cooperation consciousness and ability have been improved obviously. The following conclusions are drawn: cooperative learning is a teaching strategy based on people-oriented and focusing on the overall development of human beings. The application of cooperative learning strategy in information technology course teaching can optimize the classroom teaching mode, improve teaching efficiency, improve students' theoretical knowledge and operational skills. At the same time, through group activities and mutual cooperation, the fear psychology in the process of students' communication is reduced. It fully mobilizes students' initiative, lightens the burden of teachers and students, enhances the teaching effect, and brings into play the advantages of human resources in teaching. Develop and utilize the individual differences of students, so that students at all levels of personality have been fully developed. At the end of this paper, the problems to be solved and the direction of further efforts are pointed out.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G434

【引證文獻】

相關期刊論文 前2條

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本文編號：2422510