本文選題：信息化教學設計 + 協(xié)作性學習　； 參考：《寧波大學》2011年碩士論文

【摘要】：信息技術(shù)在教育中的發(fā)展得到越來越多人們廣泛地關(guān)注,目前,很多學校加大了信息化設施投入,實現(xiàn)了“校校通”。但不容樂觀的是學校對信息技術(shù)使用程度并不高,同時教師也面臨著如何在信息化環(huán)境下進行教學設計的挑戰(zhàn),信息技術(shù)在教育過程中的應用、教學的實施、培養(yǎng)學生信息素養(yǎng)等各方面的發(fā)展都離不開教師對教育信息化的深入研究。因此在新的教學環(huán)境下對教師提出了更高的要求,為了更有效地提高教師信息化教學設計能力培養(yǎng),針對這個問題,本文在吸收借鑒國內(nèi)外中小學教師使用信息化教學設計現(xiàn)狀作具體調(diào)查分析,對國內(nèi)外信息化教學設計進行梳理,發(fā)現(xiàn)各類學校使用信息技術(shù)參差不齊,教師雖努力將建構(gòu)主義與人本主義的理念運用到教學中,但將技術(shù)應用到教學設計中也出現(xiàn)簡單“搬家”現(xiàn)象,同時本次調(diào)查發(fā)現(xiàn)許多學校并未采用信息技術(shù)運用到課堂教學設計中,依然采用傳統(tǒng)教學設計。所以如何將信息技術(shù)引用到教學設計中將是本文研究重點,本文除了對其相關(guān)概念做鑒別外,同時本課題研究目的主要是:一是不僅提高教師的教學能力和教學效率而且同時增強教師的信息修養(yǎng)和自主學習能力;二是打破傳統(tǒng)的以教為中心教學模式改為以學生為主體,教師為指導者的教學;三是充分利用網(wǎng)絡資源為廣大教師提供交流平臺,分析解決教師教學的困惑,提高使用信息化教學設計的積極性。為了更好地解決這個問題達到信息資源充分利用化,本研究從調(diào)查中小學教師信息化教學設計的現(xiàn)狀及存在入手,然后從以下幾個方面進行闡述:信息化教學設計的研究背景、信息化教學設計的理論基礎(chǔ)、信息化教學設計的概念界定、信息化教學設計的能力培養(yǎng)和實踐操作和課題研究結(jié)論。 通過本課題研究,實現(xiàn)信息化教學設計成為教師在教學過程中的一種主要教學方案,幫助教師在信息技術(shù)資源環(huán)境下如何增強自身的信息素養(yǎng),同時培養(yǎng)學生的學習能力和創(chuàng)新精神,通過教師自主性學習與他人的協(xié)作性學習等多種方式來提高教師的信息素養(yǎng)和教學能力,以此到達教師在日常工作生活中形成潛移默化的效果。因此,本課題的研究對培養(yǎng)信息化社會所需要的21世紀新型教師,加快中小學教育信息化建設進程,推進素質(zhì)教育,培養(yǎng)創(chuàng)新人才都具有重大而深遠的意義。
[Abstract]:More and more attention has been paid to the development of information technology in education. At present, many schools have increased the input of information facilities and realized "school and school communication". However, it is not optimistic that the use of information technology in schools is not high, and teachers are also facing the challenge of how to design teaching in the information environment, the application of information technology in the process of education, the implementation of teaching. The development of the cultivation of students' information literacy is inseparable from the in-depth study of educational informatization by teachers. Therefore, in the new teaching environment, a higher requirement is put forward for teachers. In order to improve the ability of teachers' information-based teaching design more effectively, aiming at this problem, In this paper, we draw lessons from domestic and foreign primary and secondary school teachers to use information teaching design for specific investigation and analysis, comb the information teaching design at home and abroad, and find that all kinds of schools use information technology uneven. Although teachers try to apply constructivism and humanism to teaching, there is a simple "moving" phenomenon when applying technology to teaching design. At the same time, it is found that many schools do not use information technology in classroom teaching design, but still adopt traditional teaching design. Therefore, how to apply information technology to teaching design will be the focus of this paper. At the same time, the purpose of this research is: first, to improve teachers' teaching ability and teaching efficiency, but also to enhance teachers' information accomplishment and autonomous learning ability; second, to break the traditional teaching-centered teaching mode and change to student-centered teaching mode. The third is to make full use of network resources to provide communication platform for teachers, to analyze and solve the confusion of teachers' teaching, and to improve the enthusiasm of using information teaching design. In order to solve this problem better and make full use of information resources, this study begins with the investigation of the present situation and existence of informational teaching design for primary and secondary school teachers, and then expounds it from the following aspects: the research background of informational teaching design, The theoretical basis of the information teaching design, the concept definition of the information teaching design, the ability training and practice operation of the information teaching design and the research conclusion of the subject. The realization of information teaching design has become a main teaching plan for teachers in the process of teaching. It helps teachers to enhance their own information literacy in the environment of information technology resources, and at the same time, to cultivate students' learning ability and innovative spirit. Teachers' information literacy and teaching ability can be improved by means of teachers' autonomous learning and cooperative learning of others so as to achieve the effect of teachers' imperceptible effects in their daily work life. Therefore, the research of this subject is of great and far-reaching significance for training the new teachers in the 21st century, speeding up the process of the informatization construction of primary and secondary education, promoting the quality education, and cultivating the innovative talents.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G635.1;G434

【引證文獻】

相關(guān)碩士學位論文 前2條

1 龍云開;培養(yǎng)化學師范生利用思維導圖進行教學設計的研究[D];湖南師范大學;2012年

2 鞏雪梅;山東省中小學信息化教學設計現(xiàn)狀及對策研究[D];山東師范大學;2013年

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本文編號：2007309