本文關(guān)鍵詞： 合作-探究 Moodle平臺(tái) 教學(xué)模式　出處：《河南大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：在計(jì)算機(jī)技術(shù)和網(wǎng)絡(luò)迅速發(fā)展的今天,教師依舊利用固有的傳統(tǒng)教學(xué)手段進(jìn)行教學(xué),將大大限制學(xué)生的獨(dú)立思考及思維創(chuàng)造能力。面臨著教育信息化改革的挑戰(zhàn),建立適應(yīng)網(wǎng)絡(luò)時(shí)代下的教育、教學(xué)手段是大多學(xué)校所面臨的突出問(wèn)題。 在現(xiàn)代教學(xué)理論的指導(dǎo)下,明晰了合作學(xué)習(xí)、合作學(xué)習(xí)小組和探究性學(xué)習(xí)等相關(guān)概念,總結(jié)出了“合作-探究”教學(xué)模式的特征。在闡述網(wǎng)絡(luò)教學(xué)平臺(tái)發(fā)展現(xiàn)狀的基礎(chǔ)上,結(jié)合當(dāng)前教師主導(dǎo)、學(xué)生主體的課堂教學(xué)過(guò)程的特點(diǎn)和相關(guān)網(wǎng)絡(luò)教學(xué)模式,如探索學(xué)習(xí)模式、講授型模式和協(xié)作學(xué)習(xí)模式等,提出了“合作-探究”教學(xué)模式的教學(xué)平臺(tái)選擇特點(diǎn),闡明了Moodle作為網(wǎng)絡(luò)教學(xué)平臺(tái)的優(yōu)勢(shì)。由此,選擇了基于社會(huì)建構(gòu)主義理論的Moodle網(wǎng)絡(luò)教學(xué)平臺(tái),并與我國(guó)傳統(tǒng)課堂教學(xué)的特點(diǎn)相結(jié)合,就如何在Moodle網(wǎng)絡(luò)教學(xué)平臺(tái)下構(gòu)建和實(shí)踐“合作-探究”教學(xué)模式進(jìn)行了理論和實(shí)踐研究,詳細(xì)論述了“合作-探究”教學(xué)模式的構(gòu)建過(guò)程,該教學(xué)模式的基本程序主要有以下七個(gè)環(huán)節(jié),即:創(chuàng)設(shè)情境-自主探究-合作研討-組間交流-歸納總結(jié)-鞏固應(yīng)用-小結(jié)作業(yè),并提出了實(shí)施該教學(xué)模式需要遵循的教學(xué)原則和實(shí)施策略。 以高校在校生為實(shí)踐對(duì)象,在前期所研究教學(xué)策略的基礎(chǔ)上,以新方式便捷地構(gòu)建了Linux下Moodle教學(xué)平臺(tái),同時(shí)以Moodle為基礎(chǔ),設(shè)置“合作-探究”教學(xué)環(huán)境。在學(xué)習(xí)環(huán)境策略、小組激勵(lì)策略的指導(dǎo)下,針對(duì)《核心路由與交換》進(jìn)行實(shí)踐教學(xué),對(duì)實(shí)驗(yàn)班和參照班在教學(xué)目標(biāo)明確性、教學(xué)內(nèi)容豐富性、教學(xué)過(guò)程結(jié)構(gòu)化等九個(gè)方面,利用SPSS對(duì)問(wèn)卷、期末成績(jī)等相關(guān)數(shù)據(jù)進(jìn)行分析,測(cè)試其差異性是否顯著。通過(guò)分析、總結(jié)得出基于Moodle平臺(tái)的“合作-探究”教學(xué)模式能夠?yàn)閷W(xué)生的學(xué)習(xí)提供更豐富的學(xué)習(xí)資源來(lái)彌補(bǔ)學(xué)習(xí)者經(jīng)驗(yàn)不足的現(xiàn)象,而且極大地激發(fā)了學(xué)生的學(xué)習(xí)興趣,給學(xué)生留有足夠的時(shí)間來(lái)反思。研究中,在教學(xué)目標(biāo)明確性和學(xué)習(xí)者經(jīng)驗(yàn)連續(xù)性上無(wú)顯著性差異,這也從側(cè)面證明了教師在控制課堂和知識(shí)傳播中的主宰地位是確保其教學(xué)目標(biāo)明確和傳授知識(shí)的連續(xù)性較高的主要原因。 根據(jù)實(shí)驗(yàn)研究的結(jié)論,對(duì)基于Moodle平臺(tái)的“合作-探究”教學(xué)模式進(jìn)行了修訂和完善,在模式構(gòu)建過(guò)程中加入“教師引導(dǎo)”作為彌補(bǔ)教學(xué)模式不足的不可或缺因素,將“歸納總結(jié)”加入“評(píng)價(jià)”因素,進(jìn)行形成性和總結(jié)性的評(píng)價(jià),讓學(xué)習(xí)經(jīng)驗(yàn)更具有延續(xù)性,并且本文對(duì)實(shí)踐中遇到的問(wèn)題進(jìn)行了總結(jié)和反思,豐富和完善了基于Moodle平臺(tái)的教學(xué)模式。在后期的研究中,應(yīng)該更加注重理論和實(shí)踐并行,為一線教師提供具體的指導(dǎo)策略。
[Abstract]:With the rapid development of computer technology and network, teachers still use the traditional teaching methods. It will greatly limit the students' ability of independent thinking and creative thinking. Facing the challenge of educational informatization reform, the teaching means are the outstanding problems that most schools are faced with in order to adapt to the education under the network age. Under the guidance of modern teaching theory, the concepts of cooperative learning, cooperative learning group and inquiry learning are clarified. This paper summarizes the characteristics of the teaching mode of "cooperation and inquiry". On the basis of expounding the current situation of the development of network teaching platform, combined with the characteristics of the classroom teaching process of teacher-led and student main body and the related network teaching mode. Such as exploring learning mode, lecturing model and cooperative learning mode, this paper puts forward the characteristics of teaching platform selection of "cooperation and inquiry" teaching mode, and expounds the advantages of Moodle as a network teaching platform. Moodle network teaching platform based on social constructivism theory is chosen and combined with the characteristics of traditional classroom teaching in China. This paper makes theoretical and practical research on how to construct and practice the "cooperation-inquiry" teaching mode under the Moodle network teaching platform, and discusses in detail the construction process of the "cooperation-inquiry" teaching mode. The basic procedure of this teaching model mainly includes the following seven links: creating situation-independent inquiry, cooperative discussion, inter-group communication, induction, summary, consolidation and application, and summary homework. The teaching principles and strategies to be followed in the implementation of the teaching model are also put forward. Taking the college students as the practice object, on the basis of the teaching strategies studied in the early stage, this paper constructs the Moodle teaching platform under Linux in a new way, and at the same time, it takes Moodle as the foundation. Under the guidance of learning environment strategy and group incentive strategy, practice teaching is carried out according to "Core routing and switching", and the teaching objectives of experimental class and reference class are clear. The richness of teaching content, the structure of teaching process and other nine aspects, using SPSS to analyze the questionnaire, final results and other relevant data, to test whether the differences are significant. The conclusion is that the "cooperation-inquiry" teaching mode based on Moodle platform can provide more abundant learning resources for students to make up for the lack of learners' experience. Moreover, it has greatly stimulated students' interest in learning and left enough time for students to reflect on it. In the study, there is no significant difference in the clarity of teaching objectives and the continuity of learners' experience. This also proves that the dominant position of teachers in the control of classroom and knowledge dissemination is the main reason to ensure the clarity of teaching objectives and the high continuity of teaching knowledge. According to the conclusion of the experimental research, the "cooperation-inquiry" teaching mode based on Moodle platform is revised and perfected. In the process of model construction, the author adds "teacher guidance" as an indispensable factor to make up for the deficiency of teaching mode, and adds "inductive summary" to "evaluation" to evaluate formative and summative. Let the learning experience have more continuity, and this paper summarized and reflected on the problems encountered in practice, enriched and improved the teaching model based on Moodle platform. In the later period of research. We should pay more attention to the parallelism of theory and practice, and provide specific guiding strategies for teachers.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G434

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