本文關(guān)鍵詞： 計(jì)算機(jī)教學(xué) 先行組織者 教學(xué)設(shè)計(jì) 《VisualFoxPro6.0》　出處：《內(nèi)蒙古師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：美國(guó)教育心理學(xué)家?jiàn)W蘇貝爾的“先行組織者”理論認(rèn)為,學(xué)生面對(duì)新的學(xué)習(xí)任務(wù),如果原有的認(rèn)知結(jié)構(gòu)中沒(méi)有可以同化新知識(shí)的的概念,或原始概念不夠明確和鞏固,那么需要一個(gè)所謂的材料呈現(xiàn)在學(xué)習(xí)材料之前,它可能是一個(gè)概念,定理,或一段簡(jiǎn)單的描述文字,您可以使用簡(jiǎn)單的語(yǔ)言和視覺(jué)形象的具體模型,建立新、舊知識(shí)的橋梁。 經(jīng)過(guò)對(duì)很多教學(xué)一線的老師進(jìn)行調(diào)查,發(fā)現(xiàn)先行組織者策略在各科實(shí)際教學(xué)中的使用很頻繁廣泛,但在學(xué)術(shù)論文中對(duì)該理論的闡述并不多,還有很大待研究的空間。而單獨(dú)就程序設(shè)計(jì)語(yǔ)言教學(xué)的論文而言,大多數(shù)論文集中在語(yǔ)言難于理解,如何提高學(xué)生學(xué)習(xí)興趣,如何將教學(xué)內(nèi)容理論聯(lián)系實(shí)際上,基本上沒(méi)有跨學(xué)科的這種研究。所以本研究可算是比較有新意,如果研究取得成績(jī)也可在全區(qū)職業(yè)高中的VFP教學(xué)中進(jìn)行推廣,有一定的研究?jī)r(jià)值。 以牙克石市職業(yè)高中09級(jí)微機(jī)(1)班,09級(jí)微機(jī)(2)班的全體學(xué)生為被試,實(shí)驗(yàn)中選取09微機(jī)(1)班為實(shí)驗(yàn)班,09微機(jī)(2)班為控制班,兩個(gè)班在總?cè)藬?shù)、性別以及初測(cè)成績(jī)等方面都基本一致。 實(shí)驗(yàn)前測(cè)：上學(xué)期期末VFP考試。 實(shí)驗(yàn)班采用自編引導(dǎo)性材料和“先行組織者”教學(xué)策略。課前備課時(shí),教師需要先設(shè)計(jì)好“先行組織者”材料,也稱引導(dǎo)性材料,它應(yīng)該是從學(xué)生己有的知識(shí)和新知識(shí)的聯(lián)系中提煉和設(shè)計(jì)出來(lái)的。上課順序基本如下：①呈現(xiàn)引導(dǎo)性材料,圍繞該材料,對(duì)新舊知識(shí)進(jìn)行探究。②出示本課要學(xué)習(xí)的新知識(shí),并補(bǔ)充完善新知識(shí),總結(jié)新規(guī)律。③綜合練習(xí),加強(qiáng)知識(shí)結(jié)構(gòu),并通過(guò)練習(xí),應(yīng)用新知識(shí)。 控制班仍然使用指定教材和傳統(tǒng)教學(xué)方法。課堂教學(xué)步驟為：①?gòu)?fù)習(xí)舊知識(shí)。②講授新知識(shí)。③進(jìn)行訓(xùn)練,鞏固知識(shí)。④布置作業(yè)。 后測(cè)：1、結(jié)束本章教學(xué)后,用《程序設(shè)計(jì)》單元檢測(cè)題進(jìn)行考試。 2、對(duì)實(shí)驗(yàn)班學(xué)生按成績(jī)分為甲乙兩組,進(jìn)行先行組織者策略問(wèn)卷調(diào)查。 實(shí)驗(yàn)結(jié)論： 1、“先行組織者”教學(xué)策略在實(shí)驗(yàn)班表現(xiàn)出良好的實(shí)驗(yàn)效果,學(xué)生學(xué)習(xí)成績(jī)有一些提升。 2、調(diào)查問(wèn)卷結(jié)果顯示,實(shí)驗(yàn)班全體學(xué)生基本肯定“先行組織者”教學(xué)策略,成績(jī)偏低的乙組學(xué)生整體上的評(píng)價(jià)略高于甲組。全體學(xué)生對(duì)該策略在提高分析理解問(wèn)題的能力上的作用和促進(jìn)新舊知識(shí)的聯(lián)系和保持上都持肯定態(tài)度。所有評(píng)價(jià)中,對(duì)學(xué)習(xí)之前先呈現(xiàn)引導(dǎo)性材料能夠促進(jìn)高效學(xué)習(xí)的評(píng)價(jià)最高。
[Abstract]:According to American educational psychologist Osubel's "advance organizer" theory, students are faced with new learning tasks if there is no concept in the original cognitive structure that can assimilate new knowledge, or the original concept is not clear and consolidated. So you need a so-called material presented before learning material, it could be a concept, a theorem, or a simple descriptive text, and you can use simple language and visual images of specific models to build bridges between new and old knowledge. Through the investigation of many teachers in the front line of teaching, it is found that the strategy of leading the organizer is used frequently and widely in the practical teaching of various subjects, but the theory is not elaborated much in the academic papers. There is still a lot of room to be studied. As far as the articles in programming language teaching are concerned, most of the papers focus on how to improve students' interest in learning, how to connect the theory of teaching content with practice, and how to improve the students' interest in learning. There is basically no interdisciplinary study, so this study can be regarded as relatively new, if the research results can also be promoted in the VFP teaching of vocational high schools in the whole region, it has certain research value. Taking all the students in the class of computer computer No. 2 of Grade 09 (Grade 1) of Yakeshi Vocational Senior Middle School as the subjects, the experiment selected Class 09 (Microcomputer 1) as the experimental class and the class No. 2) as the control class, with two classes in the total number of students. Gender and initial test results are basically the same. Pretest: last term end of VFP exam. The experimental class adopts self-compiled guiding materials and "leading organizer" teaching strategies. When preparing lessons before class, teachers need to design "leading organizer" materials, also known as guiding materials, It should be extracted and designed from the relationship between what students already have and new knowledge. The class order is basically as follows: 1 presents the guiding material. Around this material, explore the old and the new knowledge, and show the new knowledge to be learned in this class. The new knowledge should be supplemented and perfected, the new law should be summed up, the knowledge structure should be strengthened, and the new knowledge should be applied through practice. The control class still uses the assigned teaching materials and traditional teaching methods. The steps of classroom teaching are to review the old knowledge .2 to teach new knowledge .3 and consolidate the knowledge .4 to arrange assignments. Test 1, after the end of this chapter, with the "programming" unit test questions for the examination. 2. The students in the experimental class were divided into two groups according to their scores. The experimental conclusions are as follows:. 1. The teaching strategy of "advance organizer" shows good experimental effect in the experimental class, and the students' academic achievement is improved. 2. The results of the questionnaire show that all the students in the experimental class basically affirm the teaching strategy of "advance organizer". The students in group B with low scores were slightly higher than those in group A. all the students were positive about the role of the strategy in improving the ability to analyze and understand problems, and in promoting the connection and maintenance of new and old knowledge. The best evaluation is that the presentation of leading materials before learning can promote efficient learning.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：TP311.1-4;G712

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