本文選題：信息技術(shù)課程 + 翻轉(zhuǎn)課堂�。� 參考：《渤海大學(xué)》2017年碩士論文

【摘要】：初中信息技術(shù)課程是一門理論知識(shí)和技能操作并重的一門學(xué)科,它是學(xué)生提升自身信息化素養(yǎng)、掌握實(shí)際操作技能的主要途徑。但是,我國的初中信息技術(shù)課程由于起步較晚,在教學(xué)開展上還存在著許多不完善的環(huán)節(jié),其中最為突出的就是教學(xué)互動(dòng)缺失的問題。而教學(xué)互動(dòng)在教學(xué)過程中發(fā)揮著特別重要的作用,它有利于提高教學(xué)效果,促進(jìn)學(xué)生的健康發(fā)展。翻轉(zhuǎn)課堂自傳入我國以來,已引起社會(huì)各界的廣泛關(guān)注,其倡導(dǎo)的互動(dòng)教學(xué)理念為我們解決當(dāng)前初中信息技術(shù)課程互動(dòng)缺失問題提供了一種新的途徑。本文就是在此基礎(chǔ)上,結(jié)合初中信息技術(shù)課程教學(xué)實(shí)踐,就翻轉(zhuǎn)課堂教學(xué)互動(dòng)進(jìn)行了深入研究,希望本文的研究能夠?yàn)槌踔行畔⒓夹g(shù)課程的改革提供幫助和借鑒,以此來推動(dòng)初中信息技術(shù)課程更快、更好的發(fā)展。本文在了解翻轉(zhuǎn)課堂教學(xué)互動(dòng)缺失的基礎(chǔ)上,依據(jù)建構(gòu)主義、掌握學(xué)習(xí)和混合學(xué)習(xí)等理論,開展了初中信息技術(shù)課程翻轉(zhuǎn)課堂教學(xué)的互動(dòng)策略研究。首先,分析了初中信息技術(shù)課程翻轉(zhuǎn)課堂課前、課中和課后的互動(dòng)情況;其次,分別開展初中信息技術(shù)課程翻轉(zhuǎn)課堂課前、課中和課后的互動(dòng)策略研究;最后將初中信息技術(shù)課程翻轉(zhuǎn)課堂課前、課中和課后的教學(xué)互動(dòng)策略進(jìn)行實(shí)際教學(xué)并分析了教學(xué)效果。
[Abstract]:Information technology course in junior high school is a subject with equal emphasis on theoretical knowledge and skill operation. It is the main way for students to improve their own information literacy and master practical operational skills. However, due to the late start of the information technology curriculum in junior high school, there are still many imperfect links in teaching development, among which the most prominent one is the lack of interactive teaching. The interaction of teaching plays a very important role in the process of teaching, which is helpful to improve the teaching effect and promote the healthy development of students. Since the flipping classroom was introduced into our country, it has attracted wide attention from all walks of life. The interactive teaching concept advocated by the flipping classroom provides us with a new way to solve the problem of the lack of interaction in the information technology curriculum of junior high school. On the basis of this, combining with the teaching practice of information technology course in junior high school, this paper makes a deep research on the interaction of flipping classroom teaching, hoping that the research in this paper can provide help and reference for the reform of information technology curriculum in junior high school. In order to promote the junior high school information technology curriculum faster, better development. On the basis of understanding the lack of interaction in flipping classroom teaching, and based on the theories of constructivism, mastering learning and mixed learning, this paper studies the interactive strategies of flipping classroom teaching in junior high school information technology curriculum. Firstly, it analyzes the interaction between the information technology curriculum before, during and after the information technology curriculum in junior high school; secondly, it carries out the research on the interaction strategies before, during and after the information technology curriculum flipping in junior middle school. Finally, the interactive teaching strategies before, during and after the junior middle school information technology curriculum are turned over and the teaching effect is analyzed.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.67;G434

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