本文選題：中職教育 + CAD　； 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：當(dāng)前我國把發(fā)展職業(yè)教育作為重要的國家戰(zhàn)略之一，教育部提出到2020年要形成現(xiàn)代職業(yè)教育體系和增強(qiáng)職業(yè)教育吸引力。其中中等職業(yè)教育（簡稱中職）學(xué)習(xí)者年齡尚小，可塑性強(qiáng)，在職業(yè)教育中占有重要地位。建筑CAD是中職課程中實(shí)踐性較強(qiáng)的一門學(xué)科，教學(xué)中一般使用傳統(tǒng)“講授-演示-練習(xí)”三部曲教學(xué)方法，可由于中職學(xué)生大都基礎(chǔ)知識薄弱，學(xué)習(xí)動(dòng)機(jī)不強(qiáng)，學(xué)生很容易將學(xué)習(xí)看做單純模仿和記憶老師的教學(xué)步驟，學(xué)習(xí)變得枯燥，學(xué)生不主動(dòng)思考。這種“知其然，，不知其所以然”的教學(xué)模式阻礙中職CAD課程教學(xué)效率的提高。 本研究針對這一現(xiàn)象，在現(xiàn)行“以任務(wù)為主線、教師為主導(dǎo)、學(xué)生為主體”的任務(wù)驅(qū)動(dòng)教學(xué)法基礎(chǔ)上，提出微任務(wù)驅(qū)動(dòng)教學(xué)法的理念、教學(xué)內(nèi)涵、模式、流程和設(shè)計(jì)原則。此法進(jìn)一步明確教學(xué)目標(biāo)和過程，能更好的發(fā)揮學(xué)生在教學(xué)中的“主體”地位，提高他們主動(dòng)學(xué)習(xí)的積極性，培養(yǎng)其分析問題、解決問題的能力。 本研究重點(diǎn)對《繪制地面拼花圖案——面域命令》這一教學(xué)內(nèi)容進(jìn)行舉例設(shè)計(jì)，并分別使用傳統(tǒng)教學(xué)方法和微任務(wù)驅(qū)動(dòng)教學(xué)法在長春物業(yè)管理學(xué)校建筑CAD課程中展開教學(xué)。通過觀察、測量和訪談的方法，分析使用不同教學(xué)法對中職CAD教學(xué)的不同影響。 研究最終得出結(jié)論，在中職學(xué)校實(shí)踐性較強(qiáng)的課堂教學(xué)中，微任務(wù)驅(qū)動(dòng)教學(xué)法能夠彌補(bǔ)傳統(tǒng)教學(xué)中的一些不足，對于提高學(xué)習(xí)成績和學(xué)習(xí)動(dòng)機(jī)、改善學(xué)習(xí)態(tài)度等方面效果明顯。
[Abstract]:At present, our country regards the development of vocational education as one of the important national strategies. The Ministry of Education proposes to form a modern vocational education system and enhance the attraction of vocational education by 2020. Secondary vocational education (short for secondary vocational school) learners are young and flexible, and play an important role in vocational education. Architectural CAD is a practical subject in secondary vocational courses. In general, the traditional teaching method of "teaching-demonstration and practice" trilogy is used in teaching, but because of the weakness of basic knowledge, the motivation of learning is not strong among secondary vocational school students. It is easy for students to see learning as a simple imitation and memory of the teacher's teaching steps, learning becomes boring, students do not actively think. This kind of teaching mode of "knowing why and knowing why" hinders the improvement of teaching efficiency of CAD course in secondary vocational school. This study aims at this phenomenon, on the basis of the current task-driven teaching method of "task-based, teacher-led, student-oriented", this paper puts forward the concept, teaching connotation, mode, flow and design principle of micro-task-driven teaching method. This method further clarifies the teaching goal and the process, can give play to the student's "main body" position in the teaching better, enhances their initiative study enthusiasm, trains their analysis problem, solves the problem ability. This study focuses on the design of the teaching content "drawing ground mosaic pattern-area command", and uses the traditional teaching method and micro-task-driven teaching method to carry out the teaching in the CAD course of Changchun property Management School. By means of observation, measurement and interview, this paper analyzes the different influences of different teaching methods on CAD teaching in secondary vocational schools. Finally, it is concluded that in the practical classroom teaching of secondary vocational schools, micro-task-driven teaching method can make up for some shortcomings in traditional teaching, and it has obvious effect on improving learning achievement and motivation, improving learning attitude and so on.
【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】：2013
【分類號】：G712.4;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王萬剛;彭勇;余建;;任務(wù)驅(qū)動(dòng)法在高職電子CAD教學(xué)中的應(yīng)用[J];常州信息職業(yè)技術(shù)學(xué)院學(xué)報(bào);2010年01期

2 何克抗;;教學(xué)結(jié)構(gòu)理論與教學(xué)深化改革(上)[J];電化教育研究;2007年07期

3 何克抗;建構(gòu)主義──革新傳統(tǒng)教學(xué)的理論基礎(chǔ)(上)[J];電化教育研究;1997年03期

4 趙忠華;;任務(wù)驅(qū)動(dòng)教學(xué)法在AutoCAD軟件教學(xué)中的應(yīng)用[J];菏澤學(xué)院學(xué)報(bào);2011年05期

5 趙振;;國內(nèi)關(guān)于學(xué)習(xí)困難學(xué)生研究的文獻(xiàn)綜述[J];牡丹江教育學(xué)院學(xué)報(bào);2010年01期

6 任友群;;教學(xué)設(shè)計(jì)發(fā)展的新趨勢[J];全球教育展望;2005年05期

7 宋元慶;;任務(wù)驅(qū)動(dòng)法在高職建筑CAD教學(xué)中的運(yùn)用[J];中國校外教育;2010年22期

8 郭紹青;;任務(wù)驅(qū)動(dòng)教學(xué)法的內(nèi)涵[J];中國電化教育;2006年07期

9 周慶華;;任務(wù)驅(qū)動(dòng)教學(xué)的有益嘗試[J];中國職業(yè)技術(shù)教育;2007年07期

10 熊淑慧;;任務(wù)驅(qū)動(dòng)主體參與教學(xué)法探討[J];中國職業(yè)技術(shù)教育;2007年16期

本文編號：1924847