【摘要】：當(dāng)今社會(huì)高度的信息化發(fā)展對(duì)我國的基礎(chǔ)教育提出了巨大的挑戰(zhàn),為了迎接這種基礎(chǔ)教育信息化,就要提高對(duì)小學(xué)信息技術(shù)教育的重視程度和研究深度。2000年,教育部印發(fā)了關(guān)于《中小學(xué)信息技術(shù)課程指導(dǎo)綱要(試行)》的通知。此后中小學(xué)信息技術(shù)教育作為一門正式的學(xué)�？颇窟M(jìn)駐到中小學(xué)課程的體系,也在我國掀起了小學(xué)信息技術(shù)課程研究的浪潮。 本研究從加涅的學(xué)習(xí)理論視角出發(fā),以優(yōu)化教學(xué)效果為目的,對(duì)小學(xué)信息技術(shù)課程的內(nèi)容進(jìn)行系統(tǒng)的整理與目標(biāo)分類,并將教學(xué)實(shí)施中涉及到的各個(gè)因素進(jìn)行系統(tǒng)設(shè)計(jì),以發(fā)揮學(xué)生主體性地位和促進(jìn)信息技術(shù)教學(xué)的實(shí)施；從理論與實(shí)踐兩方面進(jìn)行研究,以期在一定程度上轉(zhuǎn)變小學(xué)信息技術(shù)課程的教與學(xué)的理念,關(guān)注小學(xué)信息技術(shù)課程的教學(xué)實(shí)踐發(fā)展。圍繞這一主題,全文主要做了以下幾方面的工作： 第一：梳理了2000年到2014年關(guān)于小學(xué)信息技術(shù)課程的研究文獻(xiàn),對(duì)比分析相關(guān)文獻(xiàn)研究方向與維度,闡述現(xiàn)階段該領(lǐng)域發(fā)展情況和存在的問題。 第二：根據(jù)加涅的學(xué)習(xí)結(jié)果分類理論對(duì)《綱要》中小學(xué)信息技術(shù)課程的內(nèi)容進(jìn)行分類研究,從新的角度劃分原有的教學(xué)目標(biāo),也是本文的第一個(gè)創(chuàng)新點(diǎn)。 第三：結(jié)合加涅的九段教學(xué)法及小學(xué)生的身心特點(diǎn),針對(duì)小學(xué)信息技術(shù)課程中最常見的教學(xué)目標(biāo)——智慧技能和態(tài)度,給出具體的教學(xué)設(shè)計(jì)。在教學(xué)目標(biāo)設(shè)計(jì),學(xué)習(xí)策略設(shè)計(jì),教學(xué)過程,教學(xué)評(píng)價(jià)等方面進(jìn)行了詳細(xì)的分析研究。這是本文的第二個(gè)創(chuàng)新點(diǎn)。 第四：將智慧技能教學(xué)設(shè)計(jì)進(jìn)行實(shí)踐研究,對(duì)照班采用傳統(tǒng)教學(xué)模式,實(shí)驗(yàn)班采用結(jié)合加涅理論的教學(xué)模式。通過統(tǒng)計(jì)學(xué)情前測(cè)、隨堂測(cè)試、課后調(diào)查問卷進(jìn)行對(duì)比分析,充分說明：采用結(jié)合加涅理論的教學(xué)設(shè)計(jì)模式更受小學(xué)生歡迎,提高了課堂效率。
[Abstract]:In order to meet this kind of basic education informatization, we should pay more attention to the primary school information technology education and research depth. In 2000, in order to meet the challenge of our country's basic education, we should pay more attention to the information technology education in primary school. The Ministry of Education issued a circular on the guiding outline of the Information Technology Curriculum in Primary and Middle Schools (for trial implementation). Since then, information technology education in primary and secondary schools as a formal school subject into the primary and secondary school curriculum system, but also set off a wave of primary school information technology curriculum research. From the perspective of Garner's learning theory and with the aim of optimizing teaching effect, this study systematically arranges and classifies the contents of information technology courses in primary schools, and designs systematically the factors involved in the implementation of teaching. In order to give full play to students' subjective status and promote the implementation of information technology teaching, this paper studies from two aspects of theory and practice in order to change the concept of teaching and learning of information technology courses in primary schools to a certain extent. Pay attention to the development of teaching practice of information technology course in primary school. Around this theme, this paper mainly does the following work: first: combing the primary school information technology curriculum research literature from 2000 to 2014, comparative analysis of the relevant literature research direction and dimensions, This paper expounds the current situation and problems in this field. Second, according to Garner's classification theory of learning results, it is the first innovation of this paper to classify the contents of the information technology curriculum in primary and secondary schools, and to divide the original teaching objectives from a new angle. Thirdly, according to Garner's nine-paragraph teaching method and the characteristics of pupils' body and mind, this paper puts forward a concrete teaching design for the most common teaching goal in the elementary school information technology curriculum, namely, wisdom, skill and attitude. The design of teaching objectives, the design of learning strategies, the teaching process and the teaching evaluation are analyzed in detail. This is the second innovation of this paper. Fourth, the wisdom and skill teaching design is studied practically, the control class adopts the traditional teaching mode, the experimental class adopts the teaching model combined with the Gagne theory. Through the comparative analysis of pre-test of statistics, in-class test and after-school questionnaire, it is fully demonstrated that the teaching design model combined with Gagna theory is more popular with pupils and improves the classroom efficiency.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.58

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