本文選題：一人一機(jī) + 支架式教學(xué)�。� 參考：《上海師范大學(xué)》2013年碩士論文

【摘要】：信息技術(shù)與學(xué)科整合，能夠解決傳統(tǒng)教學(xué)中的一些問題，讓學(xué)生在一種視覺、聽覺豐富的學(xué)習(xí)環(huán)境中開展學(xué)習(xí)，從而調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，提升學(xué)生的學(xué)習(xí)興趣，提高課堂教學(xué)的效率。但是，實(shí)際教學(xué)中發(fā)現(xiàn)，學(xué)生能積極參與教學(xué)活動(dòng)中，但學(xué)習(xí)成績卻沒有提升，甚至有的同學(xué)成績反而下降了，尤其是高中學(xué)生，在某些學(xué)科中這種現(xiàn)象更加突出。支架式教學(xué)模式是以學(xué)生的學(xué)習(xí)和發(fā)展為中心，讓學(xué)生在教師的指導(dǎo)下，，主動(dòng)去建構(gòu)知識(shí)，不斷發(fā)掘自身潛力，提高學(xué)習(xí)積極性和主動(dòng)性。在一人一機(jī)環(huán)境下運(yùn)用支架式教學(xué)理論開展教學(xué)，能充分利用信息技術(shù)的優(yōu)勢，搭建學(xué)習(xí)支架，讓學(xué)生可以在不受時(shí)間、空間的限制情況下，開展參與知識(shí)的建構(gòu)，真正提升自主學(xué)習(xí)能力，提高學(xué)習(xí)成績。筆者在經(jīng)驗(yàn)總結(jié)基礎(chǔ)上，針對化學(xué)學(xué)科教學(xué)，設(shè)計(jì)出了一人一機(jī)環(huán)境下支架式教學(xué)模式。在研究實(shí)踐中，選兩個(gè)平行班級(jí)作為實(shí)驗(yàn)班和參照班，針對化學(xué)學(xué)科中部分學(xué)習(xí)內(nèi)容，分別實(shí)施一人一機(jī)環(huán)境下支架式教學(xué)模式和常規(guī)教學(xué)方式。首先，本文通過對學(xué)生開展前測進(jìn)行情況摸底，然后組織實(shí)驗(yàn)班的學(xué)生在一人一臺(tái)電腦的環(huán)境下搭建學(xué)習(xí)支架、參與知識(shí)的構(gòu)建，重視學(xué)生的主動(dòng)參與和積極建構(gòu)，在參照班依舊按照原來的教學(xué)方法。一個(gè)多學(xué)期的實(shí)驗(yàn)實(shí)施后，對學(xué)生進(jìn)行實(shí)驗(yàn)后測，通過相關(guān)的學(xué)習(xí)考試、學(xué)生自主學(xué)習(xí)能力的問卷調(diào)查，對學(xué)生學(xué)習(xí)成績和自主學(xué)習(xí)能力的提升進(jìn)行詳細(xì)分析。研究結(jié)果表明，一人一機(jī)環(huán)境下支架式教學(xué)模式能夠更好地促進(jìn)學(xué)生參與到學(xué)習(xí)過程中，幫助學(xué)生提高成績，提升自主學(xué)習(xí)能力，從而更好地開展學(xué)習(xí)。該模式必須具備電腦、互聯(lián)網(wǎng)以及學(xué)習(xí)平臺(tái)。在研究中，實(shí)施的對象為區(qū)重點(diǎn)中學(xué)層面學(xué)校的學(xué)生，且只在化學(xué)學(xué)科內(nèi)進(jìn)行實(shí)施驗(yàn)證，本研究具有一定的局限性。后續(xù)可以在不同層次的學(xué)生和不同學(xué)科上進(jìn)一步開展實(shí)驗(yàn)。
[Abstract]:The integration of information technology and subjects can solve some problems in traditional teaching and enable students to study in a visual and auditory learning environment, thus arousing students' enthusiasm for learning and promoting students' interest in learning.Improve the efficiency of classroom teaching.However, it is found in practical teaching that students can actively participate in teaching activities, but their academic achievements have not been improved, and even some students' achievements have declined, especially in senior high school students, which is more prominent in some subjects.The scaffolding teaching mode is centered on the students' learning and development. Under the guidance of the teachers, the students can construct knowledge actively, constantly explore their potential, and improve their enthusiasm and initiative.In the environment of "one person, one machine", the use of scaffolding teaching theory can make full use of the advantages of information technology, build learning scaffolding, so that students can take part in the construction of knowledge without the restriction of time and space.Improve self-learning ability and academic achievement.On the basis of experience summary, the author designed the scaffold teaching model in the environment of one person, one machine, aiming at chemistry teaching.In the research practice, two parallel classes are chosen as experimental classes and reference classes. According to some learning contents in chemistry, the scaffolding teaching mode and conventional teaching method are implemented in the environment of "one person, one machine" respectively.First of all, this paper makes a survey of the students' pre-test, and then organizes the students in the experimental class to build the learning scaffold in the environment of one person and one computer, to participate in the construction of knowledge, and to attach importance to the active participation and active construction of the students.In the reference class is still in accordance with the original teaching method.After carrying out the experiment for more than one semester, the students were tested after the experiment, and the improvement of the students' learning achievement and autonomous learning ability was analyzed in detail through the relevant learning tests and the questionnaire survey of students' autonomous learning ability.The results show that the scaffolding teaching model can better promote students' participation in the learning process, help students improve their performance, improve their autonomous learning ability, and thus carry out learning better.This model must have computer, Internet and learning platform.In the study, the students of the district key middle school are implemented and verified only in the chemistry subject. This study has some limitations.Further experiments can be carried out at different levels of students and in different disciplines.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434

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