本文選題：信息技術(shù)　切入點(diǎn)：信息技術(shù)與課程整合　出處：《東北師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：信息時(shí)代的來臨，，使人類生活各方面發(fā)生了深刻變化，同時(shí)也改變著我們的傳統(tǒng)教學(xué)。當(dāng)前我國(guó)基礎(chǔ)教育領(lǐng)域正在進(jìn)行著一場(chǎng)意義深遠(yuǎn)的課程改革。在2001年7月教育部頒布的《全日制義務(wù)教育中學(xué)生物課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》中提出了三個(gè)新的教育理念“面向全體；提高中學(xué)生物科學(xué)素養(yǎng)；倡導(dǎo)探究性學(xué)習(xí)�！痹谏飳W(xué)科的教學(xué)中，一直以來，就存在著一些較為突出的矛盾。由于地域的限制，很多動(dòng)、植物學(xué)生無法親眼目睹，而僅有的靜態(tài)圖也很難讓他們形成直觀印象：這對(duì)教師的教和學(xué)生的學(xué)都是不利的。如何解決這些問題呢？利用信息技術(shù)這種新型的教學(xué)手段，將有助于推動(dòng)教學(xué)內(nèi)容、教學(xué)方法的改革進(jìn)程。信息技術(shù)與生物教學(xué)的整合，它給生物學(xué)科課程的教學(xué)帶來了一場(chǎng)革命，成為素質(zhì)教育有力的推動(dòng)因素。但是，在實(shí)際的教學(xué)工作中怎樣正確、恰當(dāng)?shù)厥褂眯畔⒓夹g(shù)。尋找恰當(dāng)?shù)慕Y(jié)合點(diǎn)，使信息技術(shù)與生物教學(xué)有機(jī)的整合在一起，即能體現(xiàn)生物學(xué)科的特點(diǎn)，又能充分發(fā)揮信息技術(shù)在教學(xué)中的作用，符合素質(zhì)教育的要求，實(shí)現(xiàn)探究性學(xué)習(xí)。一直以來，是我們教育工作者關(guān)注的話題。從已有的研究來看，還沒有研究出一套比較科學(xué)、實(shí)用的信息技術(shù)與中學(xué)生物課程整合的探究式教學(xué)模式來供高中生物教師參考。這導(dǎo)致很多高中生物教師無章可循，只能按個(gè)人的理解去實(shí)踐和探索，造成很大的盲目性。大多數(shù)中學(xué)生物教師仍然停留在計(jì)算機(jī)輔助教學(xué)階段，不了解整合的實(shí)質(zhì)，缺乏有效的整合模式。本課題通過信息技術(shù)與中學(xué)生物課程整合探究式教學(xué)模式的研究，探索高中生物學(xué)教學(xué)改革，立足于改變學(xué)生的學(xué)習(xí)方式，倡導(dǎo)探究式教學(xué)，引導(dǎo)學(xué)生主動(dòng)參與、樂于探究、勤于動(dòng)手，培養(yǎng)學(xué)生收集和處理信息的能力，獲取新知識(shí)的能力，分析和解決問題的能力以及交流與合作的能力。從而促進(jìn)素質(zhì)教育的實(shí)施，提高學(xué)生的綜合素質(zhì)。同時(shí)，促進(jìn)教師加深對(duì)新教材的研究，積極教改，更新觀念與時(shí)俱進(jìn)。
[Abstract]:With the advent of the information age, profound changes have taken place in all aspects of human life. At the same time, it is also changing our traditional teaching. At present, there is a far-reaching curriculum reform in the field of basic education in our country. In July 2001, the Ministry of Education issued the < Full-time compulsory Education Middle School Biology Curriculum Standard (actual). Three new educational concepts "facing the whole" are put forward in this paper. Improve biological science literacy in middle schools; advocate inquiry learning. "in biology teaching, there have always been some outstanding contradictions. Because of geographical constraints, many animals and many animals, plant students can not see them first hand," he said. But the only static diagram can hardly give them an intuitive impression: this is bad for both teachers and students. How to solve these problems? The use of information technology as a new teaching means will help to promote the reform process of teaching content and teaching methods. The integration of information technology and biology teaching has brought a revolution to the teaching of biology courses. However, how to use information technology correctly and properly in the actual teaching work, to find the proper combination point, so that the information technology and biology teaching can be integrated together organically. It can not only embody the characteristics of biology, but also give full play to the role of information technology in teaching, meet the requirements of quality education, and realize inquiry learning. It has always been a topic of concern to our educators. From the point of view of existing research, There has not been a set of scientific, practical information technology and high school biology curriculum integration of inquiry teaching model for senior high school biology teachers reference, which leads to many senior high school biology teachers have no rules to follow. Only according to personal understanding to practice and explore, resulting in a great deal of blindness. Most middle school biology teachers still stay in the computer-assisted teaching stage, do not understand the essence of conformity, This paper explores the reform of biology teaching in senior high school through the research of the integrated inquiry teaching mode of information technology and biology curriculum in middle school, which is based on changing students' learning style and advocating inquiry teaching. To guide students to take the initiative to participate, to explore, to work diligently, to cultivate students' ability to collect and process information, to acquire new knowledge, to analyze and solve problems, and to communicate and cooperate, so as to promote the implementation of quality education. At the same time, we should promote the teachers to deepen the research on the new teaching materials, actively reform the teaching, and renew the concept of keeping pace with the times.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434;G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 何克抗;e-Learning的本質(zhì)——信息技術(shù)與學(xué)科課程的整合[J];電化教育研究;2002年01期

2 郭紹青;論信息技術(shù)與課程整合[J];電化教育研究;2002年07期

3 黃甫全;試論信息技術(shù)與課程整合的基本策略[J];電化教育研究;2002年07期

4 黃宇星;信息技術(shù)與課程整合策略[J];電化教育研究;2003年01期

5 蔣鳴和;;從教學(xué)手段的整合到課程信息化——信息技術(shù)與課程整合的新探索[J];信息技術(shù)教育;2006年01期

6 袁維新;;建構(gòu)主義與高中生物學(xué)新教材[J];生物學(xué)教學(xué);2006年04期

7 石巧珍;;信息技術(shù)與課程有效整合個(gè)案研究[J];現(xiàn)代教育技術(shù);2006年02期

8 何克抗;;信息技術(shù)與課程深層次整合的理論與方法[J];中國(guó)信息界;2006年04期

9 唐智松;探究式教學(xué)的基本原則[J];中國(guó)教育學(xué)刊;2001年05期

10 李克東;;信息技術(shù)與課程整合的目標(biāo)和方法[J];中小學(xué)信息技術(shù)教育;2002年04期

本文編號(hào)：1601687