【摘要】：初中生信息技術(shù)課中的學(xué)生作品存在形式單一的現(xiàn)象,這是由于目前的教學(xué)實(shí)踐中,無論是以“講-練”為主的教學(xué),還是以“任務(wù)驅(qū)動(dòng)”為主的教學(xué)都存在以下問題:技能化傾向嚴(yán)重;學(xué)生間合作不緊密;學(xué)生制作作品過程中無需過多的思考等原因造成的。本研究旨在探索解決以上現(xiàn)象的信息技術(shù)課的新范式:以設(shè)計(jì)思維為線索。設(shè)計(jì)思維作為一個(gè)創(chuàng)新性的過程,具有六大特征(依附性、實(shí)境性、可視性、合作性、需求性、創(chuàng)造性),可以通過對創(chuàng)意過程的強(qiáng)化來促進(jìn)學(xué)生的信息技術(shù)作品制作,再通過高質(zhì)量的設(shè)計(jì)制晶體現(xiàn)課程目標(biāo)。本研究通過對設(shè)計(jì)思維在教育領(lǐng)域的已有研究進(jìn)行綜述,以設(shè)計(jì)思維的已有理論和實(shí)踐為基礎(chǔ),設(shè)計(jì)促進(jìn)初中生信息技術(shù)課作品創(chuàng)作的設(shè)計(jì)思維框架,該框架主要包括探索、構(gòu)思、制作與評價(jià)四大要素,其中,評價(jià)貫穿作品創(chuàng)作的始終�；谝陨峡蚣茉O(shè)計(jì)指向各要素的學(xué)習(xí)活動(dòng),主要包括活動(dòng)流程和活動(dòng)組織策略。根據(jù)設(shè)計(jì)的原型,以初中“應(yīng)用文檔設(shè)計(jì)與制作”單元為內(nèi)容,設(shè)計(jì)單元整合的“元旦晚會(huì)大籌備項(xiàng)目”,通過該項(xiàng)目來例析原型的使用。對案例的實(shí)施效果從設(shè)計(jì)思維的六大特征出發(fā)進(jìn)行分析發(fā)現(xiàn):依附性,本研究有效重組了原有的課程結(jié)構(gòu);實(shí)境性,幫助學(xué)生建立了知能的系統(tǒng)性,以及知能與現(xiàn)實(shí)世界的聯(lián)系性;需求性,幫助學(xué)生建立“學(xué)習(xí)技術(shù)是為了服務(wù)生活”的意識(shí),不再是為了學(xué)技術(shù)而學(xué)技術(shù);合作性,加強(qiáng)小組內(nèi)部的合作,促進(jìn)集體智慧激發(fā)個(gè)體智慧;可視性,學(xué)生在作品創(chuàng)作過程中,通過合作使得思維更加發(fā)散,更具有邏輯性,能夠結(jié)構(gòu)化思考問題;創(chuàng)造性,最終改進(jìn)了初中生信息技術(shù)課中的學(xué)生作品呈現(xiàn)形式單一的現(xiàn)象,這不僅體現(xiàn)在不同小組作品的多樣性,更體現(xiàn)在小組內(nèi)部作品的多樣性。論文分為五個(gè)章節(jié):第1章是緒論部分,主要介紹概念界定、選題理由、研究目標(biāo)與內(nèi)容、研究方法與過程;第2章是對設(shè)計(jì)思維的研究綜述,了解國內(nèi)外設(shè)計(jì)思維(尤其是在教育領(lǐng)域)的研究現(xiàn)狀,主要包括設(shè)計(jì)思維發(fā)展、概念、特征、過程與活動(dòng)等;第3章是基于已有的關(guān)于設(shè)計(jì)思維的理論研究,建構(gòu)促進(jìn)初中生信息技術(shù)課作品創(chuàng)作的設(shè)計(jì)思維框架,并設(shè)計(jì)框架下每個(gè)環(huán)節(jié)對應(yīng)的學(xué)習(xí)活動(dòng);第4章是基于設(shè)計(jì)的原型,設(shè)計(jì)并實(shí)施基于設(shè)計(jì)思維的初中生信息技術(shù)課案例,例析原型的使用;第5章是對本研究的一個(gè)總結(jié)與對未來研究的展望。
[Abstract]:There is a single form of students' works in the information technology course of junior high school students. This is due to the fact that in the current teaching practice, whether the teaching is mainly "talk and practice", There are still the following problems in the "task-driven" teaching: the tendency of skill is serious, the cooperation between students is not close, and the students do not need to think too much in the process of making works. The purpose of this study is to explore a new paradigm of information technology course to solve the above phenomena: design thinking as the clue. As an innovative process, design thinking has six characteristics (dependency, reality, visibility, cooperation, demand, creativity), which can promote the production of students' information technology works by strengthening the creative process. And then through the high-quality crystal design to reflect the curriculum objectives. Based on the existing theory and practice of design thinking, this study summarizes the existing research on design thinking in the field of education, and designs a design thinking framework to promote the creation of junior high school students' information technology course works, which mainly includes exploration. Conception, production and evaluation of the four elements, including evaluation throughout the creation of works. The design of learning activities based on the above framework mainly includes activity flow and activity organization strategy. According to the prototype of the design, taking the "application document design and production" unit of junior high school as the content, the design unit integrates the "New Year's Day evening party preparation project", and analyzes the use of the prototype through this project. Based on the analysis of the six characteristics of design thinking, it is found that the research has effectively reorganized the original curriculum structure and helped students to establish the system of knowledge and ability. And the connection between knowledge and ability and the real world; the need to help students establish the awareness that "learning technology is to serve life", instead of learning technology for the sake of learning technology; and cooperation, strengthening cooperation within the group, Promote collective wisdom to stimulate individual wisdom, visibility, students in the creation of works, through cooperation to make thinking more divergent, more logical, can structured thinking, creative, Finally, it improves the phenomenon that students' works in the information technology course of junior high school students present a single form, which is reflected not only in the diversity of different group works, but also in the diversity of the internal works of the group. The thesis is divided into five chapters: the first chapter is the introduction, which mainly introduces the definition of concept, the reason of choosing the topic, the research goal and content, the research method and the process; the second chapter is the summary of the research on the design thinking. Understand the research status of design thinking at home and abroad, especially in the field of education, including the development of design thinking, concepts, characteristics, processes and activities. Chapter 3 is based on the existing theoretical research on design thinking. Construct the design thinking frame to promote the creation of junior high school students' information technology course works, and design the corresponding learning activities of each link under the framework; chapter 4 is based on the design prototype, design and implement the junior high school students' information technology lesson case based on the design thinking. Chapter 5 is a summary of this study and the prospect of future research.
【學(xué)位授予單位】：南京師范大學(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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