本文選題：iPad教學(xué)　切入點(diǎn)：信息技術(shù)　出處：《華中師范大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)的快速發(fā)展及電子設(shè)備的不斷更新?lián)Q代,如何利用這些新技術(shù)、新產(chǎn)品更好地進(jìn)行教學(xué)受到了廣泛的關(guān)注。曾經(jīng)被學(xué)生當(dāng)作游戲工具的iPad,如今也走進(jìn)課堂,作為教學(xué)的輔助工具,為課堂帶來了更多的可能。其本身所具有的交互功能,以及所兼容的各類APP,能夠更好地滿足我們的課堂教學(xué)需求,并對傳統(tǒng)課堂中的學(xué)習(xí)資源匱乏、教學(xué)方式落后、學(xué)生缺乏個(gè)性化的學(xué)習(xí)指導(dǎo)等問題進(jìn)行改善。在互聯(lián)網(wǎng)+教育發(fā)展的大背景下,基于iPad的數(shù)學(xué)課堂教學(xué)有著廣闊的發(fā)展空間,其在教學(xué)方面所呈現(xiàn)出來的優(yōu)勢,也獲得了廣大一線教師及學(xué)生、家長的認(rèn)可。而目前,國內(nèi)對iPad參與課堂教學(xué)的研究大多將重點(diǎn)放在了其對課堂教學(xué)的優(yōu)勢上,對課堂教學(xué)模式的研究則較為少見。特別是針對某一特定學(xué)科基于iPad教學(xué)模式的研究不足,以致出現(xiàn)部分教師在課堂教學(xué)中對iPad的濫用、iPad的價(jià)值無法得到最大化的體現(xiàn)等問題。基于這一點(diǎn),本文通過閱讀文獻(xiàn),以及對教學(xué)案例的觀察、分析,對基于iPad的數(shù)學(xué)課堂教學(xué)模式進(jìn)行了探究。在閱讀文獻(xiàn)了解國外iPad教學(xué)模式的基礎(chǔ)上,本文參考了山東省昌樂一中翻轉(zhuǎn)課堂教學(xué)模式,及深圳市坪山實(shí)驗(yàn)學(xué)校小組自主合作學(xué)習(xí)模式,通過對其各自的教學(xué)環(huán)節(jié)及優(yōu)勢進(jìn)行分析,并結(jié)合自身的教學(xué)實(shí)踐,整合提出了基于iPad的數(shù)學(xué)課堂教學(xué)模式。基于iPad的數(shù)學(xué)課堂教學(xué)模式從iPad所具有的優(yōu)勢出發(fā),將數(shù)學(xué)教學(xué)分為課前自主學(xué)習(xí)、課中交流提升、課后評價(jià)測學(xué)三個(gè)環(huán)節(jié)。其中,課前學(xué)生要在學(xué)習(xí)平臺進(jìn)行自學(xué),了解概念性的基礎(chǔ)數(shù)學(xué)知識;課堂上,學(xué)生借助iPad進(jìn)行操作探究,經(jīng)歷數(shù)學(xué)知識的形成過程,并通過論壇進(jìn)行交流互動;課后學(xué)生則要完成在線測試,及時(shí)解決易錯(cuò)點(diǎn)。對基于iPad的數(shù)學(xué)課堂教學(xué)模式的行動研究包含了三個(gè)階段,即實(shí)驗(yàn)前期準(zhǔn)備階段,實(shí)驗(yàn)初步實(shí)施階段以及調(diào)研完善階段。本文對實(shí)施該教學(xué)模式過程中教師的備課、學(xué)生的課前自學(xué)、課堂教學(xué)中的探究和交流、課堂檢測和評價(jià)的實(shí)施進(jìn)行了具體的闡述。從案例分析及對實(shí)驗(yàn)班級和非實(shí)驗(yàn)班班級的對比分析中,得出了基于iPad的數(shù)學(xué)課堂教學(xué)模式有助于學(xué)生主體地位的體現(xiàn),使數(shù)學(xué)教學(xué)更具直觀性和情境性以及在線練習(xí)的實(shí)時(shí)反饋幾大優(yōu)勢。為教師利用iPad進(jìn)行數(shù)學(xué)教學(xué)提供了參考,一定程度上推動了 iPad在數(shù)學(xué)教學(xué)中的應(yīng)用和發(fā)展。
[Abstract]:With the rapid development of information technology and the continuous upgrading of electronic equipment, how to make use of these new technologies, new products better teaching has been widely concerned.The iPad, once used by students as a game tool, has come into the classroom as an auxiliary tool for teaching, bringing more possibilities to the classroom.Its interactive functions and compatible APPs can better meet our classroom teaching needs, and the traditional classroom learning resources are scarce and teaching methods lag behind.Students lack of personalized learning guidance and other issues to improve.Under the background of the development of Internet education, the mathematics classroom teaching based on iPad has broad development space, and its advantages in teaching have been recognized by teachers, students and parents.At present, most of the researches on iPad participation in classroom teaching focus on the advantages of classroom teaching, while the research on classroom teaching model is relatively rare.Especially, the research on a particular subject based on iPad teaching mode is not enough, so that some teachers' abuse of iPad in classroom teaching cannot be maximized and so on.Based on this, this paper probes into the mathematics classroom teaching mode based on iPad by reading the literature, observing and analyzing the teaching cases.On the basis of reading the literature to understand the foreign iPad teaching model, this paper refers to the reverse classroom teaching model of Changle No. 1 Middle School in Shandong Province, and the independent cooperative learning model of the group in Pingshan Experimental School of Shenzhen City.By analyzing their respective teaching links and advantages and combining their own teaching practice, this paper puts forward a mathematics classroom teaching model based on iPad.According to the advantages of iPad, the mathematics teaching model based on iPad is divided into three parts: self-study before class, promotion of communication in class, and evaluation of measurement after class.Among them, the students should self-study in the learning platform before class to understand the conceptual basic mathematics knowledge; in class, the students use iPad to carry on the operation inquiry, experience the forming process of the mathematics knowledge, and communicate and interact through the forum.After class, students should complete the online test and solve the error-prone points in time.The research on the action of mathematics classroom teaching model based on iPad includes three stages, namely, the preparatory stage of the experiment, the preliminary implementation stage of the experiment and the stage of investigation and perfection.In this paper, teachers' preparation for lessons, students' self-study before class, inquiry and communication in classroom teaching, and the implementation of classroom inspection and evaluation in the course of implementing this teaching model are expounded in detail.From the case analysis and the comparative analysis of the experimental class and the non-experimental class, it is concluded that the mathematics classroom teaching model based on iPad is helpful to reflect the students' main position.Make mathematics teaching more intuitive, situational and online practice of real-time feedback several advantages.It provides a reference for teachers to use iPad in mathematics teaching and promotes the application and development of iPad in mathematics teaching to some extent.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李玉順;史鵬越;楊瑩;辛雪園;桑宇霞;馬沁妍;;平板電腦教學(xué)應(yīng)用及其在我國的發(fā)展[J];電化教育研究;2015年06期

2 曹本華;夏秋玲;姚鵬閣;;基于交互智能平板開展課堂教學(xué)應(yīng)用的策略研究[J];教育信息技術(shù);2015年05期

3 陳樹強(qiáng);;淺談平板電腦在教學(xué)中的應(yīng)用[J];中小學(xué)電教;2015年03期

4 薛奇秀;許迎春;張義兵;;iPad支持下的初中數(shù)學(xué)知識創(chuàng)新式學(xué)習(xí)——以《勾股定理的簡單應(yīng)用》一課為例[J];教育研究與評論(中學(xué)教育教學(xué));2014年10期

5 劉瑩;;淺析新媒體技術(shù)在課堂教學(xué)當(dāng)中的應(yīng)用——以平板電腦的使用為例[J];科教文匯(中旬刊);2014年08期

6 董晶;郭桂真;;用翻轉(zhuǎn)課堂撬動教學(xué)改革 開啟ICT深度融合新篇章——山東省昌樂一中創(chuàng)新教學(xué)模式改革紀(jì)實(shí)[J];中國教育信息化;2014年14期

7 李玉順;史鵬越;夏長勝;;平板電腦教育教學(xué)實(shí)踐成功應(yīng)用的學(xué)校案例剖析——豐師附小數(shù)字課堂與數(shù)字文化實(shí)踐之思考[J];中國電化教育;2014年05期

8 郁曉華;;美國iPad項(xiàng)目及其對中國電子書包的啟示[J];開放教育研究;2014年02期

9 馬殙;黃家聲;;從整合到融合:iPad互動課堂設(shè)計(jì)探討[J];教育信息技術(shù);2014年01期

10 顧敏康;;讓IPAD在數(shù)學(xué)課堂教學(xué)中用起來[J];新課程學(xué)習(xí)(下);2013年12期

相關(guān)碩士學(xué)位論文 前1條

1 陳會源;基于微視頻的翻轉(zhuǎn)課堂教學(xué)模式研究[D];山東師范大學(xué);2015年

，

本文編號：1704457