發(fā)布時(shí)間：2018-01-09 01:22

  本文關(guān)鍵詞：高中信息技術(shù)課堂中促進(jìn)學(xué)生有效合作的實(shí)踐研究　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 合作學(xué)習(xí) 有效合作 信息技術(shù)課程教學(xué) 實(shí)踐研究

【摘要】：在互聯(lián)網(wǎng)迅猛發(fā)展的時(shí)代,隨著“大數(shù)據(jù)時(shí)代”、“互聯(lián)網(wǎng)+”概念的提出,越來越多的人們認(rèn)識(shí)到學(xué)會(huì)交流、學(xué)會(huì)溝通、學(xué)會(huì)分享、學(xué)會(huì)合作已成為適應(yīng)社會(huì)發(fā)展的必備技能。在這種時(shí)代背景下,我國(guó)新一輪課改革倡導(dǎo)教育要面向全體學(xué)生,提倡教師在課堂中組織學(xué)生開展自主、探究、合作式的學(xué)習(xí)。為全面促進(jìn)學(xué)生合作意識(shí)、合作技能、交際能力的發(fā)展,在課堂中開展行之有效的合作學(xué)習(xí)已成為教育、教學(xué)改革的重要方向。本文將教學(xué)實(shí)踐經(jīng)驗(yàn)與目前國(guó)內(nèi)外研究已取得的成果相結(jié)合,探討改進(jìn)合作學(xué)習(xí)現(xiàn)狀的策略,在高中信息技術(shù)課堂中開展有效合作學(xué)習(xí)的實(shí)踐研究。本文通過隨堂觀察、學(xué)生問卷,調(diào)查高中信息技術(shù)課堂中合作學(xué)習(xí)的現(xiàn)狀,分析導(dǎo)致合作學(xué)習(xí)效率不高的原因,探討高中信息技術(shù)課堂中開展有效合作學(xué)習(xí)的策略,讓學(xué)生通過參與合作實(shí)踐活動(dòng)提升自身合作技能、促進(jìn)小組有效合作。本研究通過課堂觀察、問卷調(diào)查法、案例分析法、對(duì)比研究法等方法探索在高中信息技術(shù)課堂中如何開展有效的合作學(xué)習(xí)。本研究中的合作學(xué)習(xí)教學(xué)實(shí)踐活動(dòng),多采用分工合作形式組織學(xué)生合作學(xué)習(xí)。從華師一附中高中部一年級(jí)的平行班中抽取兩個(gè)班級(jí),一個(gè)為實(shí)驗(yàn)班,另一個(gè)則為對(duì)照班,并從實(shí)驗(yàn)班隨機(jī)抽取10名學(xué)生作為訪談對(duì)象。本文的研究框架：本論文共六章。第一章為緒論,簡(jiǎn)要闡述本文的研究背景及國(guó)內(nèi)外研究現(xiàn)狀,結(jié)合實(shí)踐教學(xué)中的現(xiàn)狀,提出所要研究的問題,并簡(jiǎn)述所用研究方法,研究思路及框架。第二章為理論探討,簡(jiǎn)述合作學(xué)習(xí)的內(nèi)涵、概念,對(duì)有效合作學(xué)習(xí)作相關(guān)解讀,并重點(diǎn)闡述合作學(xué)習(xí)的主要理論基礎(chǔ)。第三章為對(duì)高中生在信息技術(shù)課堂中的合作現(xiàn)狀做調(diào)查研究,并詳細(xì)闡述調(diào)查設(shè)計(jì)、步驟、方法、內(nèi)容,分析調(diào)查數(shù)據(jù)結(jié)果,概括總結(jié)現(xiàn)狀的原因。第四章在第三章的調(diào)查結(jié)果基礎(chǔ)之上,分析課堂中合作學(xué)習(xí)效率不高的原因,提出促進(jìn)學(xué)生在課堂中開展有效合作學(xué)習(xí)的策略。第五章基于三、四章的調(diào)查分析和策略討論,詳細(xì)介紹實(shí)施促進(jìn)高中信息技術(shù)課堂中有效合作的實(shí)踐研究過程,并列舉案例進(jìn)行說明。第六章為本研究的研究結(jié)論,主要對(duì)前面的研究數(shù)據(jù)結(jié)果進(jìn)行歸納總結(jié),并提出研究的不足之處,對(duì)后續(xù)研究做出展望。
[Abstract]:In the era of rapid development of the Internet, with the "big data era", "Internet" concept put forward, more and more people realize that learning to communicate, learn to communicate, learn to share. Learning to cooperate has become a necessary skill to adapt to the development of society. Under this background, the new round of curriculum reform in China advocates education for all students, and advocates teachers to organize students in the classroom to develop their own, explore. Cooperative learning. In order to promote the development of students' cooperative consciousness, cooperative skills and communicative competence, it has become an education to carry out effective cooperative learning in the classroom. This paper combines the teaching practice experience with the achievements made at home and abroad, and probes into the strategies to improve the present situation of cooperative learning. This paper investigates the current situation of cooperative learning in IT classroom of senior high school through observation and student questionnaire. This paper analyzes the causes of the inefficiency of cooperative learning, discusses the strategies of developing effective cooperative learning in high school information technology classroom, and enables students to improve their cooperative skills by participating in cooperative practice activities. Through classroom observation, questionnaire survey, case analysis. Comparative research method and other methods to explore how to carry out effective cooperative learning in senior high school information technology classroom. The cooperative learning teaching practice activities in this study. In the form of division of work and cooperation, students are organized to study in cooperation. Two classes, one for experimental class and the other for control class, are selected from the parallel classes in the first grade of the first grade of the first grade of the senior high school department of the first secondary school attached to the Chinese normal School. And from the experimental class randomly selected 10 students as the interview object. The research framework: this paper is six chapters. The first chapter is the introduction, a brief description of the research background and domestic and foreign research status. Combined with the current situation of practical teaching, this paper puts forward the problems to be studied, and briefly describes the research methods, research ideas and framework. The second chapter is the theoretical discussion, briefly describes the connotation and concept of cooperative learning. Effective cooperative learning for the relevant interpretation, and focus on the main theoretical basis of cooperative learning. Chapter three is to investigate the current situation of high school students in the information technology classroom cooperation, and elaborate the survey design, steps. Methods, contents, analysis of the results of the survey data, summary of the reasons for the current situation. 4th chapter on the basis of the third chapter of the survey results, analysis of the classroom cooperative learning efficiency is not high reasons. This paper proposes strategies to promote effective cooperative learning in class. Chapter 5th is based on the investigation and analysis of three and four chapters and the discussion of strategies. Detailed introduction of the implementation of high school information technology classroom effective cooperation in the practical research process, and enumerate cases to explain. 6th chapter is the conclusion of this study. The main results of the previous research data are summarized, and put forward the deficiencies of the study, and make a prospect for future research.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.67

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