本文關(guān)鍵詞： 中職計(jì)算機(jī)應(yīng)用基礎(chǔ) 分層教學(xué) 個(gè)體差異 因材施教　出處：《揚(yáng)州大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：分層教學(xué)是尊重人的個(gè)體差異,在此基礎(chǔ)上建立對(duì)學(xué)生充分全面的了解,從而進(jìn)行因材施教,其目的是促進(jìn)學(xué)生有特色地個(gè)性化發(fā)展。但很多學(xué)校只注重應(yīng)試教育,忽視了學(xué)生的個(gè)性,對(duì)學(xué)生個(gè)性的培養(yǎng)缺乏深入的分析,沒(méi)有結(jié)合學(xué)生的特點(diǎn)的教學(xué)實(shí)踐如何改革教學(xué)方法以充分開(kāi)發(fā)學(xué)生的主觀能動(dòng)性。因此,針對(duì)學(xué)生特點(diǎn)的分層教學(xué)展開(kāi)研究,對(duì)中等職業(yè)教育的學(xué)校提高學(xué)生的計(jì)算機(jī)能力具有現(xiàn)實(shí)的指導(dǎo)意義,同時(shí)可以豐富中職學(xué)校分層教學(xué)實(shí)踐方面的資料,為有關(guān)部門教育決策提供有價(jià)值的參考。本文在分層教學(xué)原有理論基礎(chǔ)上,借鑒了相關(guān)教育學(xué)和心理學(xué)理論,又結(jié)合了中職計(jì)算機(jī)基礎(chǔ)學(xué)科的教學(xué)特點(diǎn),對(duì)中職計(jì)算機(jī)應(yīng)用基礎(chǔ)分層教學(xué)的實(shí)踐研究。 理論研究部分,本文首先對(duì)分層教學(xué)的內(nèi)涵進(jìn)行了界定,從理論上建構(gòu)了分層教學(xué)實(shí)踐教學(xué)的內(nèi)容框架,然后深入分析了分層教學(xué)的實(shí)驗(yàn)過(guò)程,論述了指導(dǎo)本研究的理論基礎(chǔ)。調(diào)查部分,以揚(yáng)州市某中等職業(yè)學(xué)校非計(jì)算機(jī)專業(yè)的學(xué)生為研究對(duì)象,基于分層的計(jì)算機(jī)應(yīng)用基礎(chǔ)課程的實(shí)踐框架,對(duì)學(xué)生初始能力的狀況、實(shí)施分層教學(xué)后教學(xué)效果進(jìn)行了現(xiàn)狀調(diào)查,發(fā)現(xiàn)主要是學(xué)生因個(gè)人差異和不同地區(qū)教育的差異導(dǎo)致學(xué)生學(xué)前計(jì)算機(jī)水平存在較大差異,從中職教育存在的問(wèn)題、計(jì)算機(jī)應(yīng)用基礎(chǔ)課程的現(xiàn)狀、教學(xué)方式等方面進(jìn)行了原因分析,最后,基于國(guó)外分層教學(xué)的成功經(jīng)驗(yàn)和指導(dǎo)本研究的分層教學(xué)理論,在計(jì)算機(jī)應(yīng)用基礎(chǔ)進(jìn)行了分層教學(xué)的實(shí)踐研究：明確實(shí)驗(yàn)的目的、對(duì)實(shí)驗(yàn)進(jìn)行假設(shè)、選取兩個(gè)不存在顯著差異的班級(jí)、開(kāi)展以分層教學(xué)的特色教學(xué)模式和重視實(shí)驗(yàn)結(jié)果并作出分析。 本文第一部分主要分析了本課題的研究背景,國(guó)內(nèi)外研究現(xiàn)狀、研究?jī)?nèi)容及意義、研究思路及方法以及核心概念界定。 第二部分主要進(jìn)行教學(xué)現(xiàn)狀的分析,包括目標(biāo)與內(nèi)容的分析、存在的問(wèn)題分析和教學(xué)現(xiàn)狀的分析。 第三部分分層教學(xué)設(shè)計(jì),包括分層教學(xué)的一般步驟及分層教學(xué)的設(shè)計(jì)原則。 第四部分進(jìn)行中職計(jì)算機(jī)應(yīng)用基礎(chǔ)分層教學(xué)的實(shí)踐研究,包括實(shí)驗(yàn)理論依據(jù)、實(shí)驗(yàn)?zāi)康摹?shí)驗(yàn)假設(shè)、實(shí)驗(yàn)班級(jí)的選取、實(shí)驗(yàn)過(guò)程、實(shí)驗(yàn)結(jié)果與效果、實(shí)驗(yàn)中存在的問(wèn)題及建議。 第五部分,在結(jié)語(yǔ)部分,對(duì)分層教學(xué)的過(guò)程、結(jié)果進(jìn)行反思,探索研究中存在的問(wèn)題。
[Abstract]:Stratified teaching is to respect individual differences, on the basis of which to establish a full and comprehensive understanding of students, so as to teach students in accordance with their aptitude. The purpose is to promote the characteristic individualized development of students, but many schools only pay attention to exam-oriented education, ignore students' personality, and lack in-depth analysis of the cultivation of students' personality. How to reform the teaching method so as to fully develop students' subjective initiative without combining the characteristics of students? therefore, the research is carried out on the stratified teaching of students' characteristics. It has practical guiding significance for secondary vocational education schools to improve students' computer ability, and can enrich the practical data of layering teaching practice in secondary vocational schools at the same time. On the basis of the original theory of stratified teaching, this paper draws lessons from the relevant pedagogy and psychological theory, and combines the teaching characteristics of the basic subject of computer in secondary vocational school. The practical research on basic stratified teaching of computer application in secondary vocational schools. In the part of theoretical research, this paper firstly defines the connotation of stratified teaching, constructs the content frame of layered teaching practice teaching theoretically, and then deeply analyzes the experimental process of layered teaching. This paper discusses the theoretical basis of guiding this research. The investigation part takes the non-computer major students of a secondary vocational school in Yangzhou as the research object and the practical framework of the basic course of computer application based on stratification. The present situation of the students' initial ability and the teaching effect after the implementation of stratified teaching are investigated. It is found that the difference of the students' pre-school computer level is mainly due to their personal differences and the differences in education in different regions. From the problems of secondary vocational education, the current situation of the basic course of computer application, teaching methods and other aspects of the cause analysis, finally, based on the successful experience of foreign layered teaching and guidance of the layered teaching theory of this study. On the basis of computer application, this paper makes a practical study of hierarchical teaching: make clear the purpose of the experiment, assume the experiment, and select two classes which have no significant difference. To carry out the characteristic teaching mode of stratified teaching and pay attention to the experimental results and make an analysis. The first part of this paper mainly analyzes the research background, the domestic and foreign research status, the research content and the significance, the research thought and the method as well as the core concept definition. The second part mainly analyzes the present situation of teaching, including the analysis of goal and content, the analysis of existing problems and the analysis of present situation of teaching. The third part is the design of layered teaching, including the general steps of layered teaching and the design principle of stratified teaching. The 4th part carries on the practical research of the basic layering teaching of computer application in the secondary vocational school, including the experimental theoretical basis, the purpose of the experiment, the experimental hypothesis, the selection of the experimental class, the experimental process, the experimental result and the effect. Problems and suggestions in the experiment. Part 5th, in the concluding part, reflects on the process and results of stratified teaching and explores the existing problems in the research.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：TP3-4;G712

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