本文關(guān)鍵詞：初中信息科技教學(xué)中問題序列的實(shí)踐與研究　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：問題是創(chuàng)造的先導(dǎo),是思維的源泉。在教學(xué)活動(dòng)中,問題的解決是最有意義和最有價(jià)值的學(xué)習(xí)與思維活動(dòng),教學(xué)活動(dòng)的開展離不開各種形式的問題�！吨行W(xué)信息科技課程標(biāo)準(zhǔn)》指出,中學(xué)信息科技課程旨在提高學(xué)生信息素養(yǎng),學(xué)會(huì)利用信息技術(shù)發(fā)展批判性思維和創(chuàng)造性思維,培養(yǎng)解決真實(shí)、開放問題的能力。因此,筆者期望在初中信息科技教學(xué)中,通過課堂提問將教學(xué)內(nèi)容結(jié)構(gòu)化,通過問題的提出和解決來實(shí)現(xiàn)教學(xué)目標(biāo)的達(dá)成。而課堂的提問,并不是散亂、無序、零敲碎擊的,而是應(yīng)該根據(jù)課程標(biāo)準(zhǔn)、教學(xué)目標(biāo)、學(xué)生實(shí)際、以及教學(xué)情境,經(jīng)過精心設(shè)計(jì)的,有結(jié)構(gòu)、有層次、有順序的問題序列。高質(zhì)量的問題序列能夠幫助學(xué)生建立合理的知識(shí)結(jié)構(gòu),進(jìn)行充分的思維訓(xùn)練和培養(yǎng),在潛移默化中提高個(gè)人信息素養(yǎng)。本研究在參考國(guó)內(nèi)外研究的基礎(chǔ)上,對(duì)問題教學(xué)的相關(guān)理論做了梳理,對(duì)問題序列及相關(guān)概念進(jìn)行了界定,分析了目前初中信息科技教學(xué)中問題序列實(shí)施的現(xiàn)狀及不足,在教學(xué)實(shí)踐中,探索問題序列的結(jié)構(gòu)、層次、順序,明確問題序列設(shè)計(jì)的基本原則,提出問題設(shè)計(jì)的一般方法,并且提供了一些保障問題序列順利實(shí)施的具體措施,為初中信息科技教學(xué)培養(yǎng)學(xué)生思維能力、提高學(xué)生信息素養(yǎng)提供一些參考,并希望能為初中信息科技教學(xué)改革提供可借鑒的經(jīng)驗(yàn)。
[Abstract]:Problem is the forerunner of creation and the source of thinking. In teaching activities, problem solving is the most meaningful and valuable learning and thinking activities. Teaching activities can not be carried out without various forms of problems. "Information Technology Curriculum Standards for Primary and Middle Schools" points out that the information technology curriculum in middle schools aims at improving students' information literacy. Learning to use information technology to develop critical thinking and creative thinking, to develop the ability to solve real and open problems. Therefore, the author expects to structure the teaching content through classroom questioning in junior high school information technology teaching. To achieve the goal of teaching through the raising and solving of problems. The classroom questions are not scattered, disorder, zero smashing, but should be based on curriculum standards, teaching objectives, students' reality. As well as teaching situations, carefully designed, structured, hierarchical, sequential sequence of questions. High quality of question sequence can help students to establish a reasonable knowledge structure, to conduct adequate thinking training and training. In the imperceptible improvement of personal information literacy. This study on the basis of domestic and foreign research on the relevant theory of problem teaching has been combed, the problem sequence and related concepts have been defined. This paper analyzes the present situation and deficiency of the implementation of problem sequence in information technology teaching in junior high school, explores the structure, level and sequence of problem sequence in teaching practice, and clarifies the basic principles of problem sequence design. Put forward the general method of problem design, and provide some specific measures to ensure the smooth implementation of the problem sequence, and provide some reference for junior high school information technology teaching to cultivate students' thinking ability and improve students' information literacy. And hope can provide the experience that can draw lessons for junior high school information science and technology teaching reform.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.67

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