本文選題：高職《蒙氏教學(xué)法》　切入點：信息化教學(xué)　出處：《山東師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：實現(xiàn)教育信息化的重點是將信息技術(shù)和學(xué)科課程結(jié)合在一起，這個問題已經(jīng)成為教育研究領(lǐng)域的熱點話題。信息技術(shù)已經(jīng)廣泛地應(yīng)用在高職院校的教學(xué)活動中，但是怎樣才能夠讓兩者結(jié)合發(fā)揮最大效應(yīng)，還需要進(jìn)一步的研究。就目前來看，高職學(xué)院在教學(xué)活動中的主體還是教師，學(xué)生不能充分發(fā)揮本課題的主觀能動性，甚至不能讓先進(jìn)的信息技術(shù)發(fā)揮其應(yīng)有的效果。筆者希望能夠通過自己的研究，將高職《蒙氏教學(xué)法》的教學(xué)和信息技術(shù)充分結(jié)合，從信息技術(shù)和課堂教學(xué)相結(jié)合的角度，以雙主體教學(xué)思想為指導(dǎo)，設(shè)計《蒙氏教學(xué)法》的教學(xué)，最大限度發(fā)揮信息技術(shù)的優(yōu)勢，使學(xué)生自主學(xué)習(xí)，積極探究，充分合作，提高課堂教學(xué)質(zhì)量，將學(xué)生的學(xué)習(xí)態(tài)度以及方法進(jìn)行改變，并通過整合信息技術(shù)他高職課程，為今后的整合提供案例和參考。 本文在具體闡述研究背景，研究目的以及研究意義的基礎(chǔ)上，提出研究的方向，對高職院校目前《蒙氏教學(xué)法》的教學(xué)現(xiàn)狀進(jìn)行歸納總結(jié)，發(fā)現(xiàn)信息技術(shù)與高職《蒙氏教學(xué)法》學(xué)科結(jié)合的研究比較缺乏。對筆者所在學(xué)校山東省蓬萊師范學(xué)校教師和學(xué)生使用信息技術(shù)的能力，以及使用信息技術(shù)的實際情況等，進(jìn)行相關(guān)問卷調(diào)查，總結(jié)分析調(diào)查結(jié)果，，將結(jié)果作為整合信息技術(shù)和學(xué)科課程的參照；結(jié)合《蒙氏教學(xué)法》的教學(xué)特點和高職學(xué)生的特點在建構(gòu)主義學(xué)習(xí)理論、情境認(rèn)知理論和主導(dǎo)主體相結(jié)合教學(xué)設(shè)計的指導(dǎo)下，以支架式教學(xué)策略、拋錨式教學(xué)策略、協(xié)作式教學(xué)策略為主要教學(xué)策略，整合信息技術(shù)和《蒙氏教學(xué)法》，完成《蒙氏教學(xué)法》信息化教學(xué)策略和方案的設(shè)計。 信息技術(shù)學(xué)科涉及到眾多多媒體資源，再加之網(wǎng)絡(luò)教室的全方位信息化教學(xué)環(huán)境，將其技術(shù)應(yīng)用到高職《蒙氏教學(xué)法》課堂教學(xué)中，不僅有著得天獨厚的優(yōu)勢，與科技和教育的發(fā)展緊密結(jié)合的兩者還會碰撞出新的火花。因此，本文以高職《蒙氏教學(xué)法》為案例，探討高職《蒙氏教學(xué)法》課程信息化教學(xué)策略的研究，以期提高課堂教學(xué)效果。筆者希望能夠通過自己的研究，將高職《蒙氏教學(xué)法》的教學(xué)和信息技術(shù)充分結(jié)合，從信息技術(shù)和課堂教學(xué)相結(jié)合的角度，以雙主體教學(xué)思想為指導(dǎo)，設(shè)計《蒙氏教學(xué)法》的課堂教學(xué)，最大限度發(fā)揮信息技術(shù)的優(yōu)勢，使學(xué)生自主學(xué)習(xí)，積極探究，充分合作，提高課堂教學(xué)質(zhì)量，將學(xué)生的學(xué)習(xí)態(tài)度以及方法進(jìn)行改變，并通過整合信息技術(shù)和《蒙氏教學(xué)法》，為今后的整合提供案例和參考。通過對實驗數(shù)據(jù)進(jìn)行統(tǒng)計和分析，發(fā)現(xiàn)學(xué)生在實驗后課堂情況產(chǎn)生了積極的反應(yīng)，實驗班學(xué)生在實驗后的學(xué)習(xí)態(tài)度顯著優(yōu)于實驗前的學(xué)習(xí)態(tài)度，學(xué)業(yè)水平考試成績在實驗后實驗班的成績顯著高于對照班。因此，本論文最后得出實驗結(jié)論：“對于高職《蒙氏教學(xué)法》課程的教學(xué)，運用信息化教學(xué)策略后對提高教學(xué)質(zhì)量具有顯著效果”。
[Abstract]:The emphasis of educational informatization is to combine information technology with subject courses, which has become a hot topic in the field of educational research. Information technology has been widely used in teaching activities in higher vocational colleges. However, further research is needed on how to make the most of the combination of the two. At present, the main body of teaching activities in higher vocational colleges is still the teacher, and the students cannot give full play to the subjective initiative of this subject. I hope that through my own research, I can fully combine the teaching of "Montessori Teaching method" with the information technology, and from the angle of information technology and classroom teaching, I can't even let the advanced information technology play its due effect. Under the guidance of the two-subject teaching thought, the teaching of "Montessori Teaching method" is designed to maximize the advantages of information technology, to enable students to learn independently, to explore actively, to cooperate fully, to improve the quality of classroom teaching. This paper changes the students' learning attitude and methods, and provides the case and reference for the future integration through the integration of information technology and his higher vocational courses. On the basis of expounding the research background, the purpose and the significance of the research, this paper puts forward the direction of the research, and summarizes the present teaching situation of the Mongolian teaching method in higher vocational colleges. It is found that the research on the combination of information technology and the subject of "Montessori Teaching method" in higher vocational colleges is relatively lacking. The author's ability of using information technology for teachers and students in Penglai normal School of Shandong Province, as well as the actual situation of using information technology, etc. Carry on the related questionnaire survey, summarize and analyze the investigation result, regard the result as the reference of integrating the information technology and the subject course, combine the teaching characteristic of "the Mongol Teaching method" and the characteristic of the higher vocational student in the constructivism study theory, Under the guidance of the combination of situational cognition theory and leading subject, the main teaching strategies are scaffolding teaching strategy, anchored teaching strategy and cooperative teaching strategy. Integration of information technology and Montessori teaching method, complete the design of information teaching strategy and scheme. The subject of information technology involves many multimedia resources, in addition to the comprehensive information teaching environment of the network classroom, applying its technology to the classroom teaching of Montessori teaching in higher vocational education, not only has a unique advantage. The two closely combined with the development of science and technology and education will also collide with new sparks. Therefore, this paper takes the Mongolian teaching method as a case to discuss the research of the informatization teaching strategy in the course of the higher vocational education. In order to improve the effect of classroom teaching, the author hopes that through his own research, the author can fully combine the teaching of "Montessori Teaching method" with information technology, and take the dual-subject teaching thought as the guide from the angle of combining information technology and classroom teaching. To design the classroom teaching of "Mongol's Teaching method", to maximize the advantage of information technology, to make students study independently, to explore actively, to cooperate fully, to improve the quality of classroom teaching, and to change the students' learning attitude and methods. Through the integration of information technology and Montessori teaching method, this paper provides a case and reference for the future integration. Through the statistics and analysis of the experimental data, it is found that the students have a positive response to the classroom situation after the experiment. The learning attitude of the students in the experimental class was significantly better than that before the experiment, and the scores of the experimental class after the experiment were significantly higher than those of the control class. Finally, the paper draws the experimental conclusion: "for the teaching of the course of" Montessori Teaching method ", the application of information teaching strategy has remarkable effect on the improvement of teaching quality."
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G434

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