【摘要】：近年來(lái),信息化的飛速發(fā)展,對(duì)教育領(lǐng)域帶來(lái)了巨大的沖擊,隨著職業(yè)教育信息化的深入發(fā)展和移動(dòng)學(xué)習(xí)的興起,對(duì)教學(xué)模式改革帶來(lái)新挑戰(zhàn)。同時(shí)中職《圖形圖像處理》在傳統(tǒng)教學(xué)中也暴露出諸多問(wèn)題,比如學(xué)生學(xué)習(xí)興趣缺乏、教師教學(xué)方法單一、理論與實(shí)踐脫節(jié)等。將翻轉(zhuǎn)課堂理念融入職業(yè)教育,不僅能適應(yīng)當(dāng)前時(shí)代的發(fā)展需要,也能解決傳統(tǒng)教學(xué)中的諸多問(wèn)題,為傳統(tǒng)教學(xué)改革提供了新的思路和啟示。本研究著眼于將翻轉(zhuǎn)課堂教育理念融入中職《圖形圖像處理》課程教學(xué)中,結(jié)合課程教學(xué)特點(diǎn),重建適合中職《圖形圖像處理》課程教學(xué)的翻轉(zhuǎn)課堂教學(xué)模式,并將重建的教學(xué)模式應(yīng)用到教學(xué)實(shí)踐,通過(guò)對(duì)教學(xué)效果進(jìn)行分析,達(dá)到對(duì)教學(xué)模式進(jìn)行改進(jìn)和提升的目的。內(nèi)容主要包括以下幾個(gè)部分:第一部分,緒論。主要介紹本研究的研究背景、研究目的和意義、國(guó)內(nèi)外翻轉(zhuǎn)課堂研究現(xiàn)狀、研究?jī)?nèi)容、研究方法和研究思路。第二部分,模式重建依據(jù)。對(duì)研究涉及的核心概念“翻轉(zhuǎn)課堂”進(jìn)行界定,將翻轉(zhuǎn)課堂與傳統(tǒng)課堂進(jìn)行比較,分析國(guó)內(nèi)外現(xiàn)有翻轉(zhuǎn)課堂教學(xué)模式,同時(shí)將混合式學(xué)習(xí)理論、建構(gòu)主義理論等作為理論依據(jù)。第三部分,模式重建內(nèi)容。根據(jù)翻轉(zhuǎn)課堂教學(xué)模式重建的前期分析,包括中職《圖形圖像處理》課程教學(xué)目標(biāo)與內(nèi)容分析、學(xué)習(xí)者以及學(xué)習(xí)需求分析、學(xué)習(xí)支持環(huán)境分析,發(fā)現(xiàn)該課程具備實(shí)施翻轉(zhuǎn)課堂的基本條件,確定在該課程實(shí)行翻轉(zhuǎn)課堂教學(xué)模式具備可行性。將國(guó)內(nèi)外的翻轉(zhuǎn)課堂教學(xué)模式進(jìn)行分析與研究,結(jié)合中職《圖形圖像處理》課程的教學(xué)特點(diǎn),以此重建出中職《圖形圖像處理》翻轉(zhuǎn)課堂教學(xué)模式,該模式的教學(xué)程序包括三個(gè)階段:課前自主學(xué)習(xí)、課中合作學(xué)習(xí)和課后評(píng)價(jià)反思,并對(duì)這三個(gè)階段分別進(jìn)行設(shè)計(jì)與實(shí)施。第四部分,模式應(yīng)用反思。將翻轉(zhuǎn)課堂教學(xué)模式在中職《圖形圖像處理》課程教學(xué)中進(jìn)行應(yīng)用,通過(guò)具體案例的實(shí)施和教學(xué)效果進(jìn)行分析。對(duì)課前知識(shí)傳遞階段進(jìn)行教學(xué)分析和教學(xué)資源整合,由學(xué)生課下自主學(xué)習(xí)后對(duì)學(xué)習(xí)效果進(jìn)行檢測(cè)與追蹤;在課中知識(shí)內(nèi)化階段,根據(jù)學(xué)習(xí)任務(wù)單設(shè)計(jì)問(wèn)題探究、任務(wù)驅(qū)動(dòng)和成果交流展示等教學(xué)活動(dòng);在課后知識(shí)鞏固階段根據(jù)學(xué)習(xí)情況評(píng)價(jià)表對(duì)教學(xué)效果進(jìn)行評(píng)價(jià)和反思。并分別對(duì)實(shí)施翻轉(zhuǎn)課堂教學(xué)和傳統(tǒng)課堂教學(xué)后,就兩種模式的教學(xué)程序、課堂觀察、學(xué)生參與度、學(xué)生作品進(jìn)行分析,發(fā)現(xiàn)這兩種模式存在明顯差異。最后以問(wèn)卷形式向?qū)W生進(jìn)行調(diào)查,調(diào)查翻轉(zhuǎn)課堂教學(xué)模式在中職《圖形圖像處理》教學(xué)中的應(yīng)用效果,調(diào)查結(jié)果顯示翻轉(zhuǎn)課堂得到絕大多數(shù)同學(xué)的認(rèn)可,并且認(rèn)為這種模式能夠有效地促進(jìn)學(xué)習(xí)。第五部分,總結(jié)�？偨Y(jié)出重建的中職《圖形圖像處理》課程翻轉(zhuǎn)課堂教學(xué)模式具有本土化特征,能夠重構(gòu)師生關(guān)系和實(shí)現(xiàn)分層教學(xué),能達(dá)到比較好的教學(xué)效果,同時(shí)對(duì)進(jìn)一步研究做了展望。
[Abstract]:In recent years, the rapid development of information technology has brought great impact to the field of education. With the further development of information technology in vocational education and the rise of mobile learning, it has brought new challenges to the reform of teaching mode. At the same time, graphics and image processing in secondary vocational schools also exposed many problems in traditional teaching, such as the lack of students' interest in learning, the single teaching method of teachers, the disconnection between theory and practice, and so on. The idea of flipping classroom into vocational education can not only meet the needs of the development of the present era, but also solve many problems in traditional teaching, and provide new ideas and enlightenment for the reform of traditional teaching. The purpose of this study is to integrate the concept of flipping classroom education into the teaching of Graphics and Image processing in secondary vocational schools, and to reconstruct the flipping classroom teaching mode which is suitable for the teaching of graphics and image processing in secondary vocational schools, in combination with the characteristics of curriculum teaching. The reconstructed teaching model is applied to the teaching practice and the teaching effect is analyzed to achieve the purpose of improving and improving the teaching model. The content mainly includes the following several parts: the first part, the introduction. This paper mainly introduces the research background, purpose and significance of this study, the current situation, research contents, research methods and research ideas of the overturned classroom at home and abroad. The second part, the model reconstruction basis. This paper defines the core concept involved in the research "flipping classroom", compares the flipping classroom with the traditional classroom, and analyzes the existing flipping classroom teaching modes at home and abroad. At the same time, the mixed learning theory and constructivism theory are taken as the theoretical basis. The third part, the content of pattern reconstruction. According to the previous analysis of the model reconstruction, including the analysis of teaching objectives and contents, the analysis of learners and learning needs, the analysis of learning support environment. It is found that the course has the basic conditions of implementing the flipping classroom, and it is feasible to carry out the flipping classroom teaching mode in the course. This paper analyzes and studies the flipping classroom teaching mode at home and abroad, combines the teaching characteristics of Graphics and Image processing course in Secondary Vocational School, and then reconstructs the flipping classroom teaching mode of Secondary Vocational School. The teaching procedure of this model includes three stages: pre-class autonomous learning, in-class cooperative learning and after-class evaluation and reflection, and the three stages are designed and implemented respectively. The fourth part, reflection on pattern application. The flipped classroom teaching model is applied to the teaching of Graphics and Image processing in secondary vocational schools, and the implementation of concrete cases and the teaching effect are analyzed. Teaching analysis and integration of teaching resources are carried out on the stage of knowledge transfer before class, and the learning effect is tested and tracked after students' autonomous learning under class, and in the stage of knowledge internalization in class, according to the design of learning task list, the author probes into, Teaching activities such as task-driven and achievement exchange, evaluation and reflection on the teaching effect according to the evaluation form of learning situation in the stage of knowledge consolidation after class. After the implementation of flipping classroom teaching and traditional classroom teaching, the author analyzes the teaching procedure, classroom observation, student participation and student works of the two models, and finds that there are obvious differences between the two models. Finally, the students were investigated in the form of questionnaires, and the results showed that the flipping classroom was approved by the majority of the students, and the results showed that the application of the flipping classroom teaching mode in the secondary vocational school "graphic and image processing" teaching was effective. And think this kind of pattern can promote learning effectively. The fifth part, summary. It is concluded that the reconstructed "Graphics and Image processing" course flipping classroom teaching mode has the characteristic of localization, it can reconstruct the teacher-student relationship and realize the stratified teaching, and can achieve better teaching effect. At the same time, the further research is prospected.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：TP391.41-4;G712

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