【摘要】：聯(lián)合國(guó)教科文組織在《學(xué)會(huì)生存--教育世界的今天和明天》中指出：“未來(lái)的學(xué)校必須把教育的對(duì)象變成自己教育自己的主體。受教育的人必須成為教育他自己的人,別人的教育必須成為這個(gè)人自己的教育�！笨萍嫉目焖侔l(fā)展,也使得學(xué)校所學(xué)的知識(shí)已經(jīng)不能滿足人們一輩子的需要。終身學(xué)習(xí)、自主學(xué)習(xí)是每個(gè)人都要養(yǎng)成的習(xí)慣。如何培養(yǎng)學(xué)生的自主學(xué)習(xí)習(xí)慣和能力,使學(xué)生在離開了學(xué)校,離開了老師的教導(dǎo)之后,仍然能夠不斷地自主學(xué)習(xí),豐富自己的知識(shí),當(dāng)面對(duì)問(wèn)題,發(fā)現(xiàn)不足時(shí),能夠自主尋求解答,這是教師的重要責(zé)任,也是當(dāng)今教育改革的一個(gè)重要目標(biāo)。本次研究的目的是通過(guò)對(duì)“自主學(xué)習(xí)”,“微課”,“電子學(xué)案”等理論的研究,在實(shí)踐中探索,設(shè)計(jì)出適合學(xué)生自主學(xué)習(xí)的電子學(xué)案,并且在學(xué)案中加入“微課”元素,著重研究學(xué)生在使用了這種基于微課的電子學(xué)案后能否培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和自主學(xué)習(xí)習(xí)慣；同時(shí)與教師講授法進(jìn)行比較,檢測(cè)學(xué)生的學(xué)習(xí)成果,以及學(xué)生對(duì)使用這種需要自主學(xué)習(xí)的電子學(xué)案的態(tài)度。希望通過(guò)本次研究,設(shè)計(jì)出能被學(xué)生接受并樂意使用,同時(shí)符合學(xué)生學(xué)習(xí)規(guī)律,能培養(yǎng)學(xué)生自主學(xué)習(xí)能力的電子學(xué)案,并通過(guò)不斷的實(shí)踐探索,修改和完善學(xué)案,使學(xué)生在課堂學(xué)習(xí)的過(guò)程中,既能培養(yǎng)學(xué)生的自主學(xué)習(xí)能力,又能取得較好的學(xué)習(xí)效果。本文共分為五個(gè)部分。第一部分,敘述本次研究的時(shí)代背景和教育改革的背景,提出了本次研究的目的和意義,研究的重點(diǎn)、難點(diǎn)和創(chuàng)新點(diǎn),并對(duì)如何進(jìn)行研究進(jìn)行了說(shuō)明。第二部分,闡述了有關(guān)“自主學(xué)習(xí)”、“微課”、“學(xué)案教學(xué)”的相關(guān)概念、理論基礎(chǔ)和教學(xué)模式,為設(shè)計(jì)出能培養(yǎng)學(xué)生自主學(xué)習(xí)能力的電子學(xué)案提供理論幫助。第三部分,闡述了電子學(xué)案的設(shè)計(jì)與制作,以及在教學(xué)中的應(yīng)用。第四部分,介紹了電子學(xué)案的實(shí)踐案例,以我校初一信息技術(shù)7年級(jí)中的《數(shù)據(jù)統(tǒng)計(jì)與分析》這一單元為例,通過(guò)對(duì)我校所使用的電子學(xué)案實(shí)例進(jìn)行分析,介紹了電子學(xué)案的結(jié)構(gòu),以及學(xué)生的使用方法等。同時(shí)在教學(xué)過(guò)程中對(duì)2個(gè)班級(jí)進(jìn)行對(duì)比實(shí)驗(yàn),通過(guò)單元測(cè)驗(yàn)和訪談來(lái)驗(yàn)證電子學(xué)案是否能提高學(xué)生的學(xué)習(xí)效率和自主學(xué)習(xí)的能力。第五部分,總結(jié)了本次研究的結(jié)果以及本研究中的不足和后續(xù)研究的方向。
[Abstract]:UNESCO pointed out in "Learning to survive-Today and tomorrow of the Educational World": "Future schools must turn the object of education into their own subject of education." The educated man must be the one who educates himself, and the education of others must be his own education. " With the rapid development of science and technology, the school has not been able to meet the needs of life. Lifelong learning, autonomous learning is a habit that everyone should develop. How to cultivate students' autonomous learning habits and abilities, so that after leaving school and leaving the teacher's teaching, students can still study independently and enrich their own knowledge. When faced with problems, they find out that they are not good enough. This is an important responsibility of teachers and an important goal of educational reform today. The purpose of this study is to explore the theory of "autonomous learning", "micro-class" and "e-learning case" in practice, to design the e-learning plan suitable for students' autonomous learning, and to add the element of "micro-lesson" to the study plan. The study focuses on whether students can cultivate their autonomous learning ability and autonomous learning habits after using this microclass-based e-learning plan, and at the same time, compare with the teaching method of teachers, and test the students' learning results. And the student's attitude toward using this e-learning program that requires self-learning. Through this study, I hope to design an e-learning plan that can be accepted and used by students, which conforms to students' learning rules and can cultivate students' autonomous learning ability, and which can be revised and perfected through continuous practice and exploration. In the process of classroom learning, students can not only cultivate their autonomous learning ability, but also obtain better learning effect. This paper is divided into five parts. The first part narrates the background of this research and the background of educational reform, puts forward the purpose and significance of this study, the key points, difficulties and innovations of the study, and explains how to carry out the research. In the second part, the related concepts, theoretical basis and teaching model of "autonomous learning", "micro-class" and "learning plan teaching" are expounded, which can provide theoretical help for the design of electronic learning plan which can cultivate students' autonomous learning ability. The third part expounds the design and making of electronic learning case and its application in teaching. In the fourth part, the author introduces the practice cases of electronic learning case, taking the unit of data Statistics and Analysis in Grade 7 of Information Technology in Junior one of our school as an example, through the analysis of the examples of electronic learning cases used in our school. This paper introduces the structure of the electronic learning case and the method of using it. At the same time, a comparative experiment was conducted in two classes during the teaching process to verify whether the e-learning plan could improve the students' learning efficiency and autonomous learning ability through unit tests and interviews. The fifth part summarizes the results of this study, as well as the shortcomings of this study and the direction of follow-up research.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.67

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 胡鐵生;黃明燕;李民;;我國(guó)微課發(fā)展的三個(gè)階段及其啟示[J];遠(yuǎn)程教育雜志;2013年04期

2 黎加厚;;微課的含義與發(fā)展[J];中小學(xué)信息技術(shù)教育;2013年04期

3 梁樂明;曹俏俏;張寶輝;;微課程設(shè)計(jì)模式研究——基于國(guó)內(nèi)外微課程的對(duì)比分析[J];開放教育研究;2013年01期

4 程曉堂;論自主學(xué)習(xí)[J];學(xué)科教育;1999年09期

，

本文編號(hào)：2158771