本文選題：平板電腦　切入點：互動方式　出處：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：互動是課堂教學(xué)的主要表現(xiàn)形式,課堂互動有效與否是評價教學(xué)質(zhì)量高低的方式之一。傳統(tǒng)教學(xué)課堂中由于技術(shù)的限制使得互動的形式相對單一,主要是師生之間與生生之間的互動。然而,隨著技術(shù)的發(fā)展,各種各樣的教學(xué)媒體走進(jìn)課堂,影響著師生的互動行為。如:電子白板、計算機等。近年來,移動設(shè)備進(jìn)入學(xué)習(xí)者的視野,平板電腦在教學(xué)中的應(yīng)用趨勢已不可阻擋。課堂上的互動方式也越來越豐富,現(xiàn)有的課堂互動分析系統(tǒng)已經(jīng)不能滿足研究需要。為了更加準(zhǔn)確和全面地反映平板電腦課堂上豐富的互動方式,文章將在對課堂互動分析工具OOTIAS研究的基礎(chǔ)上,結(jié)合通過課堂觀察法收集到的平板電腦的具體互動方式提出基于平板電腦的課堂互動分析系統(tǒng)(Tablet PC—based Interaction Analysis System,簡寫為TPCIAS),并使用該分析系統(tǒng)對兩節(jié)平板電腦環(huán)境下的小學(xué)數(shù)學(xué)課進(jìn)行分析,剖析基于平板電腦的小學(xué)數(shù)學(xué)課堂互動中存在的問題。總體來說,本研究所做的工作有:首先,通過文獻(xiàn)法梳理國內(nèi)外有關(guān)平板電腦、課堂互動等方面的研究報告和論文書籍,逐步確定本論文要研究的問題和方向,并對平板電腦和課堂互動的概念以及國內(nèi)外課堂互動的研究現(xiàn)狀進(jìn)行論述。然后闡述了本論文的理論基礎(chǔ)—認(rèn)知發(fā)展理論、“經(jīng)驗之塔”理論和小學(xué)數(shù)學(xué)的學(xué)科特點,為論文的后續(xù)研究奠定理論基礎(chǔ)。其次,詳細(xì)分析了弗蘭德斯互動分析系統(tǒng)、基于信息技術(shù)的互動分析系統(tǒng)和1:1數(shù)字化環(huán)境下課堂教學(xué)互動行為分析系統(tǒng),根據(jù)平板電腦的教學(xué)應(yīng)用層次提出了基于平板電腦的課堂互動分析系統(tǒng)。再次,對平板電腦環(huán)境下的小學(xué)數(shù)學(xué)視頻課例進(jìn)行了編碼和深入剖析,并對分析結(jié)果進(jìn)行討論,結(jié)果表明平板電腦教學(xué)可以提高學(xué)生的課堂參與度,為教師的教學(xué)創(chuàng)新提供條件,創(chuàng)新課堂互動的形式,為課堂教學(xué)增添了活力。但在使用過程中也反映出一些問題,如對平板電腦定位不明確,生機互動方式較為單一,學(xué)生操作能力有待增強等。最后,對基于平板電腦的小學(xué)數(shù)學(xué)課堂互動進(jìn)行了反思,提出了建議:抓住數(shù)學(xué)學(xué)科結(jié)合點,確定平板電腦適用點,充分利用平板電腦創(chuàng)設(shè)學(xué)習(xí)情境、發(fā)揮測驗功效、制作教學(xué)資源、豐富教學(xué)方式,以期為一線教師的教學(xué)提供借鑒。
[Abstract]:Interaction is the main form of classroom teaching. The effectiveness of classroom interaction is one of the ways to evaluate the quality of teaching. It is mainly the interaction between teachers and students and between students and students. However, with the development of technology, various teaching media come into the classroom, which affect the interaction behavior of teachers and students, such as electronic whiteboard, computer, etc. In recent years, As mobile devices enter learners' horizons, the trend of tablet computers in teaching has become unstoppable. The interaction in the classroom is becoming more and more abundant. The existing classroom interaction analysis system can no longer meet the needs of the research. In order to reflect more accurately and comprehensively the rich interaction mode in the classroom of tablet computer, this paper will study the classroom interaction analysis tool OOTIAS. Combined with the specific interactive mode of tablet computer collected by classroom observation, this paper puts forward a tablet PC-based Interaction Analysis system based on tablet computer, which is abbreviated as TPCIASA, and uses this analysis system to analyze the small scale in two tablet computer environments. Take a math course to analyze, In general, the work of this study is as follows: first of all, through the literature to sort out the domestic and foreign research reports and books on tablet computer, classroom interaction, etc. Gradually determine the problems and directions to be studied in this paper, The concept of tablet computer and classroom interaction and the current research situation of classroom interaction at home and abroad are discussed. Then, the theoretical basis of this paper, cognitive development theory, "tower of experience" theory and the characteristics of primary school mathematics, are expounded. It lays a theoretical foundation for the subsequent research. Secondly, it analyzes the Flanders interactive analysis system, the interactive analysis system based on information technology and the interactive behavior analysis system of classroom teaching in the 1:1 digital environment. According to the teaching application level of tablet computer, this paper puts forward the classroom interactive analysis system based on tablet computer. Thirdly, the paper encodes and analyzes the elementary school mathematics video lesson in the environment of tablet computer, and discusses the result of the analysis. The results show that tablet computer teaching can improve students' participation in class, provide conditions for teachers' teaching innovation, innovate the form of classroom interaction, and add vitality to classroom teaching. For example, the location of tablet computer is not clear, the interactive mode of vitality is relatively simple, and the students' ability of operation needs to be enhanced. Finally, the paper reflects on the interaction in primary school mathematics classroom based on tablet computer, and puts forward some suggestions: to grasp the combination of mathematics subjects, To determine the applicable points of tablet computer, make full use of tablet computer to create learning situation, give full play to test effect, make teaching resources, enrich teaching methods, in order to provide reference for the teaching of front-line teachers.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王蓬;;淺談平板電腦在信息技術(shù)課堂上的應(yīng)用[J];教育觀察(下半月);2016年04期

2 韓后;王冬青;曹暢;;1:1數(shù)字化環(huán)境下課堂教學(xué)互動行為的分析研究[J];電化教育研究;2015年05期

3 張曉佳;張凱黎;顏磊;;電子書包支持的小學(xué)數(shù)學(xué)互動課堂案例研究——基于改進(jìn)型的弗蘭德斯互動分析系統(tǒng)(IFIAS)[J];現(xiàn)代教育技術(shù);2015年03期

4 李葆萍;;平板電腦在小學(xué)“1∶1”教學(xué)中的應(yīng)用與反思[J];中國電化教育;2013年11期

5 方海光;高辰柱;陳佳;;改進(jìn)型弗蘭德斯互動分析系統(tǒng)及其應(yīng)用[J];中國電化教育;2012年10期

6 葉新東;夏一飛;;信息技術(shù)課堂教學(xué)交互行為模型與評測指標(biāo)研究與實踐[J];現(xiàn)代教育技術(shù);2011年08期

7 張露丹;汪穎;潘玉霞;;信息技術(shù)專家教師課堂教學(xué)特征案例研究——基于弗蘭德互動分析系統(tǒng)[J];電化教育研究;2011年07期

8 馬麗;;基于課堂互動技術(shù)系統(tǒng)的課堂互動教學(xué)的案例研究[J];科技信息;2011年10期

9 張海;王以寧;何克抗;;基于課堂視頻分析對信息技術(shù)深層整合教學(xué)結(jié)構(gòu)的研究[J];中國電化教育;2010年11期

10 吳丹;;課堂師生互動的教育社會學(xué)探析——Leary課堂互動模型的引入與發(fā)展[J];基礎(chǔ)教育研究;2010年02期

相關(guān)碩士學(xué)位論文 前3條

1 萬華麗;交互式電子白板支持下的課堂教學(xué)互動研究[D];沈陽師范大學(xué);2012年

2 謝麗紅;基于電子書包的互動教學(xué)研究[D];上海師范大學(xué);2012年

3 侯元麗;課堂有效互動研究[D];華東師范大學(xué);2009年

，

本文編號：1690582