發(fā)布時(shí)間：2018-04-19 20:13

  本文選題：學(xué)習(xí)自主性 + 翻轉(zhuǎn)課堂�。� 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)在教育領(lǐng)域的滲透與發(fā)展,翻轉(zhuǎn)課堂應(yīng)運(yùn)而生,并于2011年在我國開始推廣實(shí)施。翻轉(zhuǎn)課堂作為一種新型的教學(xué)模式,由于教師教學(xué)方式與學(xué)生學(xué)習(xí)方式的轉(zhuǎn)變,更加強(qiáng)調(diào)了學(xué)生的學(xué)習(xí)自主性。本研究調(diào)查發(fā)現(xiàn),翻轉(zhuǎn)課堂教學(xué)模式雖在提升學(xué)生學(xué)習(xí)自主性方面得到了教師的贊同與認(rèn)可,但班級中學(xué)習(xí)自主性較高的學(xué)生人數(shù)占班級總學(xué)生人數(shù)的比例并不高,一定程度上也影響著翻轉(zhuǎn)課堂教學(xué)的質(zhì)量。本研究在已有理論和實(shí)證研究的基礎(chǔ)上,選取初中生作為研究對象,聚焦翻轉(zhuǎn)課堂教學(xué)模式,對學(xué)習(xí)自主性進(jìn)行了調(diào)查研究。本研究將學(xué)習(xí)自主性劃分為四個(gè)評價(jià)維度,即學(xué)習(xí)動機(jī)、學(xué)習(xí)規(guī)劃、學(xué)習(xí)環(huán)境、學(xué)習(xí)反思。學(xué)習(xí)動機(jī)是學(xué)生學(xué)習(xí)過程中的自我認(rèn)識階段,學(xué)習(xí)規(guī)劃是自我選擇階段,學(xué)習(xí)環(huán)境是自我支持條件,學(xué)習(xí)反思是自我審視檢驗(yàn)。其中,學(xué)習(xí)動機(jī)具體包括內(nèi)部動機(jī)和外部動機(jī);學(xué)習(xí)規(guī)劃包括學(xué)習(xí)目標(biāo)、學(xué)習(xí)方法和學(xué)習(xí)時(shí)間;學(xué)習(xí)環(huán)境包括物質(zhì)環(huán)境和人際環(huán)境;學(xué)習(xí)反思包括學(xué)習(xí)毅力、學(xué)習(xí)總結(jié)和學(xué)習(xí)評價(jià)。本研究主要通過采用文獻(xiàn)研究法、問卷調(diào)查法與訪談?wù){(diào)查法,從每個(gè)維度依次展開,對翻轉(zhuǎn)課堂下初中生的學(xué)習(xí)自主性進(jìn)行了全面的分析。調(diào)查結(jié)果顯示:第一,在學(xué)習(xí)動機(jī)維度,內(nèi)部動機(jī)可總結(jié)為興趣與需要、滿足與成就兩類,且課前學(xué)習(xí)活動中興趣與需要?jiǎng)訖C(jī)占更大比例,而課上與課后學(xué)習(xí)活動中滿足與成就動機(jī)占更大比例;外部動機(jī)所占比例較小,主要來自老師規(guī)定、父母要求和同伴競爭。第二,在學(xué)習(xí)規(guī)劃維度,學(xué)習(xí)目標(biāo)的整體制定情況較好,且課前側(cè)重于了解自身情況而制定學(xué)習(xí)目標(biāo),課上側(cè)重于明晰學(xué)習(xí)重點(diǎn)而制定學(xué)習(xí)目標(biāo),課后側(cè)重于拓展學(xué)習(xí)興趣而制定學(xué)習(xí)目標(biāo);學(xué)習(xí)方法的選取包括按照老師要求和根據(jù)個(gè)人喜好,且根據(jù)個(gè)人喜好所占比例更大;學(xué)習(xí)時(shí)間的管理分配情況整體較好。第三,在學(xué)習(xí)環(huán)境維度,物質(zhì)環(huán)境可歸納為外界干擾、視頻質(zhì)量、網(wǎng)絡(luò)游戲和網(wǎng)絡(luò)速度,且受網(wǎng)絡(luò)速度的影響更大;人際環(huán)境主要包括學(xué)生與老師、學(xué)生與父母以及學(xué)生與學(xué)生,且學(xué)生在學(xué)習(xí)活動中遇到困難時(shí)更傾向于選擇向老師尋求幫助。第四,在學(xué)習(xí)反思維度,學(xué)習(xí)毅力具體包括面臨干擾時(shí)、缺少監(jiān)督時(shí)以及遇到困難時(shí)能否堅(jiān)持學(xué)習(xí),且課上面臨干擾時(shí)的學(xué)習(xí)毅力高于課前與課后,課后缺少監(jiān)督時(shí)的學(xué)習(xí)毅力高于課前與課上,課上遇到困難時(shí)的學(xué)習(xí)毅力高于課前與課后;學(xué)習(xí)總結(jié)上,課后學(xué)生學(xué)習(xí)總結(jié)情況更好;學(xué)習(xí)評價(jià)上,課后學(xué)生學(xué)習(xí)評價(jià)情況更好。結(jié)合調(diào)查結(jié)果,本研究提出了初中生學(xué)習(xí)自主性的培養(yǎng)建議,分別是:第一,在學(xué)校層面,配備軟件和硬件設(shè)施,保證學(xué)習(xí)支持條件;完善相配套評價(jià)機(jī)制,重視自主學(xué)習(xí)能力。第二,在教師層面,精心制作教學(xué)微視頻,激發(fā)學(xué)生學(xué)習(xí)興趣;分層設(shè)計(jì)學(xué)習(xí)任務(wù)單,尊重學(xué)生個(gè)體差異;巧妙引導(dǎo)合作與互助,發(fā)揮榜樣帶頭作用。第三,在家長層面,利用網(wǎng)絡(luò)工具與媒介,加強(qiáng)與教師的交流;發(fā)展孩子興趣與愛好,減少課外學(xué)習(xí)負(fù)擔(dān)。
[Abstract]:With the infiltration and development of information technology in the field of education, flipped classes came into being and began to be implemented in China in 2011. As a new type of teaching mode, flipped class as a new teaching model emphasizes the autonomy of students because of the change of teachers' teaching methods and students' learning methods. Although the model has been approved and approved by teachers in improving students' learning autonomy, the proportion of students with higher learner autonomy in the class is not high, to a certain extent, it also affects the quality of the overturned classroom teaching. The research object, focusing on the overturning classroom teaching model, investigates the autonomy of learning. This study divides the learning autonomy into four evaluation dimensions, namely, learning motivation, learning planning, learning environment, and learning reflection. Learning motivation is the self recognition stage in the course of students' learning, learning planning is the stage of self selection, and the learning environment is a learning environment. It is self support condition, learning reflection is self-examination. Among them, learning motivation includes internal motivation and external motivation; learning planning includes learning goals, learning methods and learning time; learning environment includes material environment and interpersonal environment; learning introspection includes learning perseverance, learning summary and learning evaluation. By using the method of literature study, questionnaire survey and interview survey method, this paper carries out a comprehensive analysis of the learning autonomy of junior middle school students in the overturned class. The results show that: first, the internal motivation can be summed up as two categories of interest and need, satisfaction and achievement, and interest in pre class learning activities. There is a greater proportion of motivation and motivation. The proportion of satisfaction and achievement motivation is greater in class and after class. The proportion of external motivation is smaller, mainly from teachers, parents and peers. Second, in the dimension of learning planning, the overall formulation of learning goals is better, and it is focused on understanding the situation before class. Learning goals, focusing on clear learning focus and setting learning goals in class, focusing on developing learning interests and making learning goals after class. The selection of learning methods includes the teachers' requirements and personal preferences, and the proportion of individual preferences is greater; the management distribution of learning time is better. Third, in the learning environment. Dimension, the material environment can be summed up as external interference, video quality, network game and network speed, and greatly influenced by the speed of the network. The interpersonal environment mainly includes students and teachers, students and parents, students and students, and students are more inclined to seek help to teachers when they encounter difficulties in learning activities. Fourth, in the learning counter. The degree of thinking, learning perseverance, including the lack of supervision, and the difficulty of persevering in learning when confronted with the interference, the learning perseverance in the course of interference, is higher than that before and after class, and the learning perseverance in the absence of supervision after class is higher than that before and after class. After class, the students' learning summary is better. On the study evaluation, the students' learning evaluation is better after class. Combined with the results of the investigation, this study puts forward the training proposals for the autonomy of junior high school students. First, at the school level, it is equipped with software and hardware facilities to ensure the learning support conditions, perfect the matching evaluation mechanism, and attach importance to autonomous learning. Ability. Second, at the teacher level, meticulously making teaching micro video, stimulating students' interest in learning, designing study task sheets, respecting students' individual differences, guiding cooperation and mutual assistance and giving full play to the role of example. Third, on the parent level, using network tools and media, strengthening communication with teachers, developing children's interests and hobbies, and reducing The burden of extracurricular learning.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G632.4

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