本文選題：學(xué)習(xí)單 + 信息科技教學(xué)��； 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：2004年,《上海市中小學(xué)信息科技課程標(biāo)準(zhǔn)》出臺,體現(xiàn)出上海市“二期課改”的理念,明確了中小學(xué)課程目標(biāo)和內(nèi)容標(biāo)準(zhǔn),規(guī)范了教學(xué)策略和教學(xué)方法的選用和設(shè)計要求。在此基礎(chǔ)上,廣大一線教師和教學(xué)研究者開始了對小學(xué)信息科技課堂教學(xué)方法的研究和探討,涌現(xiàn)出許多教學(xué)成效顯著,值得推廣的優(yōu)秀教學(xué)方法和教學(xué)設(shè)計,如任務(wù)驅(qū)動教學(xué),項目教學(xué)等。本文中采用的基于學(xué)習(xí)單的課堂教學(xué)方法,也是一種符合“二期課改”精神,把傳統(tǒng)的以教師為中心的課堂轉(zhuǎn)變?yōu)橐詫W(xué)生為中心,促使學(xué)生主動進行信息加工和知識建構(gòu)的教學(xué)設(shè)計。目前國內(nèi)對學(xué)習(xí)單在信息科技教學(xué)中運用的研究主要以理論研究為主,教學(xué)實踐研究較少,而對其教學(xué)成效開展的實驗研究則更少,本文采用教學(xué)實驗、問卷調(diào)查等研究方法,對學(xué)習(xí)單在小學(xué)信息科技教學(xué)中的運用進行了較為全面系統(tǒng)的研究。本文共分六個章節(jié)。第一章緒論對本文的研究背景與意義、概念界定、文獻研究綜述、研究目標(biāo)與內(nèi)容、研究方法與過程進行了闡述。第二章對建構(gòu)主義學(xué)習(xí)理論、人本主義心理學(xué)、學(xué)習(xí)過程理論這三大運用學(xué)習(xí)單開展教學(xué)的理論基礎(chǔ)進行了闡述。第三章對實驗研究設(shè)計中的實驗假設(shè)、實驗對象、實驗變量、實驗?zāi)Ｊ�、實驗程序、實驗�?shù)據(jù)統(tǒng)計分析方法進行了闡述。其中實驗程序大致為:實驗組在課堂教學(xué)中運用基于學(xué)習(xí)單的教學(xué)方法,而對照組在課堂教學(xué)中不用學(xué)習(xí)單,使用常規(guī)的信息科技教學(xué)方法,實驗前后及每課教學(xué)后均對兩組的信息科技操作技能和理論知識進行測評,并使用SPSS進行統(tǒng)計分析。第四章對實驗研究實施過程中的實驗前測、實驗準(zhǔn)備、實驗實施情況,結(jié)合教學(xué)實驗案例進行了闡述。第五章對實驗研究的實驗結(jié)果、結(jié)果分析進行了闡述。第六章對實驗研究的實驗結(jié)論與反思進行了闡述。實驗結(jié)果表明:在小學(xué)信息科技學(xué)科的課堂教學(xué)中運用基于學(xué)習(xí)單的教學(xué)方法,相比常規(guī)的教學(xué)方法,可以更好地提高學(xué)生的操作技能水平,但效果不顯著,而對學(xué)生理論知識水平的提高作用顯著,學(xué)生在學(xué)習(xí)過程中對學(xué)習(xí)單的作用認可,學(xué)習(xí)單的運用也對學(xué)生的學(xué)習(xí)情感態(tài)度起到了積極正向的影響。第七章是對全篇的結(jié)語。
[Abstract]:In 2004, the "Information Technology Curriculum Standard of Shanghai Primary and Middle Schools" was issued, which embodied the concept of "second stage Curriculum Reform" in Shanghai, defined the curriculum objectives and content standards of primary and secondary schools, and standardized the selection and design requirements of teaching strategies and teaching methods. On this basis, the vast number of teachers and teaching researchers have begun to study and discuss the teaching methods of information technology in primary schools, and many outstanding teaching methods and teaching designs have emerged that have achieved remarkable results and are worth popularizing. Such as task-driven teaching, project teaching and so on. The method of classroom teaching based on learning sheet adopted in this paper is also in line with the spirit of "the second stage of curriculum reform", which transforms the traditional teacher-centered classroom into student-centered. The teaching design that urges the student to carry on the information processing and the knowledge construction initiative. At present, the research on the application of learning single in information technology teaching is mainly theoretical research, teaching practice research is less, and the experimental research on its teaching effect is even less. This paper adopts teaching experiment, questionnaire survey and other research methods. This paper makes a comprehensive and systematic study on the application of learning single in the teaching of information technology in primary schools. This paper is divided into six chapters. The first chapter introduces the research background and significance, concept definition, literature review, research objectives and contents, research methods and processes. In the second chapter, the author expounds the theoretical basis of using the theory of constructivism learning, humanism psychology and learning process theory. In the third chapter, the experimental hypothesis, experimental object, experimental variables, experimental model, experimental program and statistical analysis method of experimental data are described. The experimental procedure is: the experimental group uses the method based on the learning sheet in the classroom teaching, while the control group does not use the learning sheet in the classroom teaching, and uses the conventional information technology teaching method. Before and after the experiment and after teaching, the two groups of information technology operation skills and theoretical knowledge were evaluated, and SPSS was used for statistical analysis. In the fourth chapter, the pretest, the preparation and the implementation of the experiment in the course of the experiment research are discussed, combined with the teaching experiment case. In the fifth chapter, the experimental results and the analysis of the results are described. In the sixth chapter, the conclusion and reflection of the experimental research are expounded. The experimental results show that, compared with the conventional teaching method, the application of learning sheet based teaching method in the classroom teaching of information technology in primary school can improve the students' operation skill level better, but the effect is not significant. However, it plays an important role in the improvement of students' theoretical knowledge, the students' recognition of the role of learning sheets in the learning process, and the application of learning sheets also has a positive effect on the students' attitude towards learning emotion. The seventh chapter is the conclusion of the whole chapter.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.58

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