發(fā)布時間：2018-03-28 12:04

  本文選題：學(xué)習(xí)體驗　切入點：劣構(gòu)性問題　出處：《東北師范大學(xué)》2015年碩士論文

【摘要】：隨著多媒體技術(shù)在教育教學(xué)中的不斷應(yīng)用與發(fā)展,教師的教學(xué)模式、教學(xué)方式方法逐步發(fā)生了轉(zhuǎn)變,對于信息技術(shù)的使用和教學(xué)環(huán)節(jié)的把握也有所好轉(zhuǎn)。當(dāng)前,面臨的問題是如何使教學(xué)更好更有效的發(fā)展。學(xué)習(xí)者對于學(xué)習(xí)環(huán)境的良好感知可使其樂學(xué)好學(xué),因此學(xué)習(xí)環(huán)境設(shè)計是解決技術(shù)有效應(yīng)用的途徑與方法。關(guān)注學(xué)習(xí)體驗的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計是一種以引發(fā)學(xué)生的學(xué)習(xí)體驗為核心,通過圍繞學(xué)習(xí)體驗的生成來構(gòu)建學(xué)習(xí)環(huán)境,并支持學(xué)習(xí)者高階思維能力發(fā)展的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計。本文首先綜述了建構(gòu)主義學(xué)習(xí)理論、學(xué)習(xí)環(huán)境設(shè)計理論并整理了學(xué)習(xí)體驗的相關(guān)研究以此給出關(guān)注學(xué)習(xí)體驗對于建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計的必要性。然后選取優(yōu)質(zhì)課大賽生物組的20例課程進行案例分析,發(fā)現(xiàn)當(dāng)下教學(xué)過程中存在的問題、找到形成的原因和影響因素。接下根據(jù)存在的問題給出關(guān)注學(xué)習(xí)體驗的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計的策略與方法。最終以“生態(tài)系統(tǒng)”為內(nèi)容載體設(shè)計一個初中生物課程案例并對案例進行評估和分析。文章以初中生物劣構(gòu)性問題解決為邏輯起點,以關(guān)注學(xué)習(xí)體驗的發(fā)生為重心,以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)依據(jù),以促進學(xué)習(xí)者高階思維發(fā)展為目標(biāo),以提升學(xué)習(xí)者生命價值為宗旨,給出關(guān)注學(xué)習(xí)體驗的初中生物建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計策略與方法,為教學(xué)更好更有效的發(fā)展提供依據(jù)。通過上述研究,本文得出結(jié)論如下:關(guān)注學(xué)習(xí)體驗的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計是一種以引發(fā)學(xué)生的學(xué)習(xí)體驗為核心,解決劣構(gòu)性問題為起點,通過圍繞學(xué)習(xí)體驗的生成來構(gòu)建學(xué)習(xí)環(huán)境,并支持學(xué)習(xí)者高階思維能力發(fā)展的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計。關(guān)注學(xué)習(xí)體驗的建構(gòu)性學(xué)習(xí)環(huán)境設(shè)計策略:學(xué)習(xí)目標(biāo)期望化、學(xué)習(xí)內(nèi)容問題化、學(xué)習(xí)活動任務(wù)化、技術(shù)支持個人化。
[Abstract]:With the continuous application and development of multimedia technology in education and teaching, the teaching mode and teaching method of teachers have gradually changed, and the use of information technology and the grasp of teaching links have also improved. The problem is how to make teaching better and more effective. A learner's good perception of the learning environment makes him happy to learn. Therefore, the design of learning environment is the way and method to solve the problem of effective application of technology. The design of constructive learning environment, which focuses on learning experience, is a kind of learning environment that focuses on causing students' learning experience and builds learning environment around the generation of learning experience. It also supports the design of constructive learning environment for the development of learners' higher-order thinking ability. This paper first summarizes the constructivist learning theory. The theory of learning environment design and the related research of learning experience are summarized to show the necessity of paying attention to the design of learning environment. Then 20 cases of biology group of high quality lesson contest are selected for case study. To discover the problems in the current teaching process, Then, according to the existing problems, the strategies and methods of designing a constructive learning environment focusing on learning experience are given. Finally, a junior high school biology course is designed with "ecosystem" as the content carrier. The paper takes the solution of the problem of biological inferiority in junior high school as the logical starting point. Focusing on the occurrence of learning experience, taking constructivist learning theory as the guidance, promoting the development of learners' higher-order thinking as the goal, and promoting the learner's life value as the purpose. In order to provide the basis for the better and more effective development of teaching, the strategies and methods of designing biological constructive learning environment of junior high school students concerned with learning experience are given. The conclusion of this paper is as follows: the design of constructive learning environment, which focuses on learning experience, is a kind of learning environment which focuses on the learning experience of the students, solves the problem of poor construction, and builds the learning environment around the generation of learning experience. It also supports the design of constructional learning environment for the development of learners' higher-order thinking ability. The design strategies of constructive learning environment which focus on learning experience are as follows: expectation of learning goal, problem of learning content, task of learning activity and individualization of technical support.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91;G434

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