本文關(guān)鍵詞： 課堂教學(xué) 教育技術(shù)學(xué)習(xí)理論 實(shí)證研究 教學(xué)效果優(yōu)化　出處：《南昌大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要指出，提高質(zhì)量是高等教育發(fā)展的核心任務(wù)，是建設(shè)高等教育強(qiáng)國(guó)的基本要求。現(xiàn)代學(xué)習(xí)環(huán)境下，教育質(zhì)量是高等教育的生命線，高效的課堂教學(xué)是實(shí)現(xiàn)培養(yǎng)高質(zhì)量、高素質(zhì)人才的關(guān)鍵所在。 課堂教學(xué)環(huán)節(jié)與課堂教學(xué)效果密切相關(guān)，優(yōu)化課堂教學(xué)就是使其每一個(gè)環(huán)節(jié)盡量合理化、科學(xué)化。在課堂教學(xué)的過(guò)程中，只有深入分析每個(gè)教學(xué)環(huán)節(jié)，不斷改進(jìn)存在的問(wèn)題，才能優(yōu)化課堂教學(xué)，提高課堂教學(xué)效果；只有通過(guò)對(duì)課堂教學(xué)的優(yōu)化研究，才能引導(dǎo)教學(xué)實(shí)踐，有助于教師對(duì)自身的教學(xué)工作進(jìn)行有效的反思，，主動(dòng)尋求改進(jìn)教學(xué)的方法，借鑒成功的教學(xué)經(jīng)驗(yàn)，努力提高業(yè)務(wù)水平和教學(xué)能力；在規(guī)范教學(xué)目標(biāo)的實(shí)現(xiàn)過(guò)程中，達(dá)到不斷提高教學(xué)質(zhì)量的目的。 本文以文獻(xiàn)研究法分析了國(guó)內(nèi)外優(yōu)化課堂教學(xué)的相關(guān)文獻(xiàn)。以教育技術(shù)學(xué)習(xí)理論作為研究的基礎(chǔ)理論，把“大學(xué)外語(yǔ)閱讀”課堂教學(xué)作為切入口，在學(xué)生調(diào)查問(wèn)卷與教師訪談中采集調(diào)研數(shù)據(jù)，運(yùn)用教育統(tǒng)計(jì)學(xué)工具進(jìn)行量化分析，指出了課堂教學(xué)環(huán)節(jié)中存在的主要問(wèn)題。針對(duì)教師網(wǎng)絡(luò)計(jì)算機(jī)應(yīng)用能力較差的問(wèn)題，提出要開(kāi)展多種形式的校本培訓(xùn)、建立完善的激勵(lì)機(jī)制、設(shè)置信息技術(shù)咨詢團(tuán)等對(duì)應(yīng)策略；并提出創(chuàng)造一個(gè)支持性的學(xué)習(xí)環(huán)境、了解學(xué)生的學(xué)習(xí)風(fēng)格等應(yīng)對(duì)策略來(lái)增強(qiáng)學(xué)生的自主學(xué)習(xí)意識(shí)和能力；建立以問(wèn)題為導(dǎo)向、“對(duì)話—傾聽(tīng)”等應(yīng)對(duì)策略，來(lái)改善“教”與“學(xué)”缺乏互動(dòng)的狀況；提升教師對(duì)信息獲取、加工處理和利用的能力，來(lái)加強(qiáng)教師信息素養(yǎng)。 本文研究，基于課堂教學(xué)的實(shí)證調(diào)研，量化分析具有較高的可信度，定性分析出相應(yīng)策略具有普適性和可行性。其研究結(jié)果對(duì)優(yōu)化課堂教學(xué)提高教學(xué)效果具有一定的參考價(jià)值和借鑒作用。優(yōu)化課堂教學(xué)提高教學(xué)效果是教育技術(shù)學(xué)科領(lǐng)域研究的一個(gè)重要課題，有待于進(jìn)一步深入研究。
[Abstract]:The outline of the national medium- and long-term education reform and development plan points out that the improvement of quality is the core task of the development of higher education and the basic requirement of building a powerful country in higher education. In the modern learning environment, the quality of education is the lifeline of higher education. Efficient classroom teaching is the key to cultivate high-quality and high-quality talents. The classroom teaching link is closely related to the classroom teaching effect. To optimize the classroom teaching is to make every link as rational and scientific as possible. In the course of classroom teaching, only by deeply analyzing each teaching link, the existing problems can be improved continuously. In order to optimize the classroom teaching and improve the classroom teaching effect, only through the optimization of the classroom teaching research, can we guide the teaching practice, help teachers to reflect on their own teaching work effectively, and actively seek ways to improve the teaching. Learning from the successful teaching experience, we should try our best to improve the professional level and teaching ability, and achieve the goal of improving the teaching quality in the course of standardizing the realization of teaching objectives. This paper analyzes the relevant literature on optimizing classroom teaching at home and abroad by the method of literature research. Taking the theory of educational technology learning as the basic theory of research, this paper takes the classroom teaching of college foreign language reading as the entry point. In the course of student questionnaire and teacher interview, the author collects the data of investigation and makes quantitative analysis by means of educational statistics, and points out the main problems in classroom teaching, aiming at the problem of teachers' poor ability to apply computer on the network. It is proposed to develop various forms of school-based training, establish a sound incentive mechanism, set up information technology advisory missions and other corresponding strategies, and propose to create a supportive learning environment. Understanding students' learning style and other coping strategies to enhance students' autonomous learning awareness and ability, establishing problem-oriented, "dialogue-listening" and other coping strategies to improve the lack of interaction between "teaching" and "learning"; To enhance teachers' information literacy by enhancing their ability to acquire, process and utilize information. Based on the empirical research of classroom teaching, the quantitative analysis has a high reliability. The qualitative analysis shows that the corresponding strategies are universal and feasible. The research results have certain reference value and reference value for optimizing classroom teaching and improving teaching effect. Optimizing classroom teaching and improving teaching effect is educational technology. An important subject of research in the field of science, Further research is needed.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H09

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