【摘要】：為培養(yǎng)和提高學(xué)生的創(chuàng)新能力與實(shí)踐能力,新一輪基礎(chǔ)教育課程改革提升了實(shí)驗(yàn)教學(xué)的地位,國(guó)家對(duì)實(shí)驗(yàn)教學(xué)不斷加大投入,基礎(chǔ)教育階段的實(shí)驗(yàn)室設(shè)備基本完善,大部分中學(xué)都配備了科技實(shí)驗(yàn)室這一教學(xué)場(chǎng)所。中學(xué)階段是學(xué)生創(chuàng)新能力培養(yǎng)的關(guān)鍵時(shí)期,而在實(shí)際實(shí)驗(yàn)教學(xué)中,由于種種原因,科技實(shí)驗(yàn)室的教學(xué)功能未得到充分發(fā)揮,學(xué)生創(chuàng)新能力沒能得到及時(shí)培養(yǎng)。與此同時(shí),數(shù)字技術(shù)的快速發(fā)展在世界范圍內(nèi)掀起了創(chuàng)客行動(dòng)的浪潮,教育領(lǐng)域也不例外,創(chuàng)客教育便應(yīng)運(yùn)而生;在李克強(qiáng)總理發(fā)出的“大眾創(chuàng)業(yè)、萬眾創(chuàng)新”號(hào)召下,社會(huì)各行各業(yè)都在追求創(chuàng)新,以培養(yǎng)學(xué)生創(chuàng)新能力為主要目標(biāo)的創(chuàng)客教育成為一條切實(shí)可行的路徑。此研究提出在現(xiàn)代教育技術(shù)的支持及創(chuàng)客教育理念的指導(dǎo)下,充分利用科技實(shí)驗(yàn)室的物理環(huán)境以培養(yǎng)學(xué)生創(chuàng)新能力的新思路,為初中科技實(shí)驗(yàn)室課程的實(shí)施構(gòu)建出創(chuàng)客教學(xué)模式,希望能為一線教師教學(xué)活動(dòng)的開展提供參考與借鑒。研究采用了文獻(xiàn)研究、問卷調(diào)查、實(shí)驗(yàn)、行動(dòng)研究、訪談等方法。首先,對(duì)相關(guān)文獻(xiàn)進(jìn)行分析和整理,歸納了國(guó)內(nèi)外有關(guān)創(chuàng)客教育和創(chuàng)新能力的研究現(xiàn)狀;深入解讀了創(chuàng)客教育的相關(guān)概念;對(duì)科技實(shí)驗(yàn)室的內(nèi)涵及創(chuàng)新能力的含義與構(gòu)成進(jìn)行了分析,設(shè)計(jì)出了初中生創(chuàng)新能力評(píng)價(jià)指標(biāo)體系及測(cè)評(píng)問卷。其次,參照一般教學(xué)模式的五要素對(duì)創(chuàng)客教學(xué)模式的要素進(jìn)行了具體剖析,并遵循模式構(gòu)建原則構(gòu)建出創(chuàng)客教學(xué)模式。最后,以秦皇島開發(fā)區(qū)第一中學(xué)為實(shí)踐基地,將創(chuàng)客教學(xué)模式應(yīng)用于教學(xué)實(shí)踐,通過學(xué)生創(chuàng)新能力測(cè)評(píng)問卷和教師訪談來評(píng)估其教學(xué)過程的合理性與有效性。實(shí)踐表明,創(chuàng)客教學(xué)模式適用于科技實(shí)驗(yàn)室教學(xué),對(duì)學(xué)生創(chuàng)新能力有促進(jìn)作用。
[Abstract]:In order to cultivate and improve students' innovative and practical ability, the new round of basic education curriculum reform has promoted the status of experimental teaching, the state has continuously increased investment in experimental teaching, and the laboratory equipment in the stage of basic education has been basically improved. Most middle schools are equipped with science and technology laboratories as a teaching place. The stage of middle school is the key period for the cultivation of students' innovative ability, but in the practical experiment teaching, the teaching function of the science and technology laboratory has not been brought into full play due to various reasons, and the students' innovative ability has not been trained in time. At the same time, the rapid development of digital technology in the world set off a wave of action to create customers, the field of education is no exception, the creation of guest education came into being; Under the call of "Mass Entrepreneurship, all kinds of Innovation" issued by Premier Li Keqiang, all kinds of social industries are pursuing innovation, and the creative education with the main goal of cultivating students' innovative ability has become a feasible path. Under the guidance of the modern educational technology and the idea of creative-oriented education, this study puts forward a new idea to make full use of the physical environment of the science and technology laboratory in order to cultivate the students' innovative ability. This paper sets up a creative teaching model for the implementation of science and technology laboratory curriculum in junior high school, hoping to provide reference and reference for the development of teaching activities of front-line teachers. Literature research, questionnaire, experiment, action research, interview and so on were used in the study. First of all, the related literature analysis and collation, summed up the domestic and foreign research on the education and innovation of creative status, in-depth interpretation of the relevant concepts of guest education; This paper analyzes the connotation of science and technology laboratory and the meaning and composition of innovation ability, and designs the evaluation index system and evaluation questionnaire of junior high school students' innovation ability. Secondly, referring to the five elements of the general teaching mode, this paper analyzes the elements of the creative teaching mode, and constructs the creative teaching mode according to the principle of constructing the model. Finally, taking the first middle school of Qinhuangdao Development Zone as the practice base, the creation-guest teaching model is applied to the teaching practice, and the rationality and effectiveness of the teaching process are evaluated by the students' innovation ability assessment questionnaire and the teacher interview. The practice shows that the model of creative-guest teaching is suitable for the teaching of science and technology laboratory and can promote the students' innovative ability.
【學(xué)位授予單位】：河北科技師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.98

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