【摘要】：普通高中通用技術(shù)課程以實(shí)踐為基礎(chǔ),關(guān)注學(xué)生的創(chuàng)造能力,重視綜合性,融合了科學(xué)和人文。在普通高中通用技術(shù)課程大綱中強(qiáng)調(diào):其基本目標(biāo)是為了提升學(xué)生的技術(shù)素養(yǎng),從而為學(xué)生實(shí)現(xiàn)自身的全面發(fā)展創(chuàng)造良好條件。其中,提高學(xué)生的技術(shù)素養(yǎng)是開(kāi)展普通高中通用技術(shù)課程的核心目標(biāo)。而本校高中生的技術(shù)素養(yǎng)現(xiàn)狀不容樂(lè)觀。設(shè)計(jì)與制作實(shí)踐過(guò)程包含了一系列的技術(shù)活動(dòng),如需求的產(chǎn)生、設(shè)計(jì)方案的構(gòu)思、表達(dá)與交流、對(duì)設(shè)計(jì)的評(píng)價(jià)和選擇等。學(xué)生在設(shè)計(jì)與制作自身產(chǎn)品的過(guò)程中,既能夠熟悉課本的基本知識(shí),加強(qiáng)技術(shù)思想和方法的運(yùn)用能力,提高參與技術(shù)活動(dòng)的積極性,同時(shí)也鍛煉了自身的創(chuàng)造能力和實(shí)踐能力,因此筆者提出假設(shè):設(shè)計(jì)與制作實(shí)踐活動(dòng)可以極大地提升學(xué)生的技術(shù)素養(yǎng)。筆者通過(guò)查閱相關(guān)文獻(xiàn)資料和理論著作,從而對(duì)技術(shù)素養(yǎng)的內(nèi)涵、重要性有了一定的了解,并獲得了學(xué)生在通用技術(shù)課程中技術(shù)素養(yǎng)的綜合評(píng)估。進(jìn)而設(shè)計(jì)問(wèn)卷和訪談?wù){(diào)查分析通用技術(shù)課程學(xué)生技術(shù)素養(yǎng)存在的不足及其原因。設(shè)計(jì)和分發(fā)兩類調(diào)查問(wèn)卷:一類為學(xué)生問(wèn)卷,調(diào)查其技術(shù)素養(yǎng)水平;一類為教師問(wèn)卷,調(diào)查尋找學(xué)生技術(shù)素養(yǎng)存在問(wèn)題的原因。根據(jù)相關(guān)文獻(xiàn)資料和筆者的教學(xué)實(shí)踐經(jīng)驗(yàn),筆者對(duì)設(shè)計(jì)與制作活動(dòng)的概念、特性、過(guò)程等進(jìn)行解讀,接著提出了一種設(shè)計(jì)與制作活動(dòng)的設(shè)計(jì)模式,并根據(jù)學(xué)情和課程標(biāo)準(zhǔn),按照這樣的模式設(shè)計(jì)了一個(gè)設(shè)計(jì)與制作活動(dòng)實(shí)例——便攜式小凳的設(shè)計(jì)與制作。為了探究所構(gòu)建的設(shè)計(jì)模式的有效性,筆者將該模式應(yīng)用于真實(shí)的教學(xué)實(shí)踐。根據(jù)技術(shù)素養(yǎng)前測(cè)的結(jié)果,分別選取2個(gè)班技術(shù)素養(yǎng)相近的40名學(xué)生,采用基于設(shè)計(jì)與制作實(shí)踐活動(dòng)教學(xué)模式和傳統(tǒng)的講授式教學(xué)模式分別對(duì)兩個(gè)班學(xué)生進(jìn)行對(duì)比實(shí)驗(yàn)教學(xué)。并以理論測(cè)試和實(shí)踐操作測(cè)試方式比較分析學(xué)生在技術(shù)知識(shí)、技術(shù)行為能力、技術(shù)思想和方法、技術(shù)態(tài)度與情感等方面的差異,進(jìn)而對(duì)設(shè)計(jì)與制作活動(dòng)是提升學(xué)生技術(shù)素養(yǎng)的重要手段這一觀點(diǎn)進(jìn)行實(shí)證分析。
[Abstract]:The general technical curriculum in senior high school is based on practice, pays attention to students' creative ability, attaches importance to comprehensiveness, and merges science and humanities. In the general technical curriculum outline of senior high school, it is emphasized that its basic goal is to improve students' technical literacy, so as to create good conditions for students to achieve their own all-round development. Among them, improving students' technical literacy is the core goal of developing general technical curriculum in senior high school. However, the current situation of technical literacy of senior high school students is not optimistic. The process of design and production practice includes a series of technical activities, such as the generation of requirements, the conception of design scheme, expression and communication, evaluation and selection of design, and so on. In the process of designing and making their own products, students can not only be familiar with the basic knowledge of textbooks, strengthen the ability to use technical ideas and methods, improve their enthusiasm to participate in technological activities, but also exercise their own creative and practical ability. Therefore, the author puts forward the hypothesis that design and production practice can greatly improve students' technical literacy. By consulting the relevant literature and theoretical works, the author has a certain understanding of the connotation and importance of technical literacy, and obtains a comprehensive evaluation of students' technical literacy in the general technical curriculum. Then the questionnaire and interview survey are designed to analyze the shortcomings and causes of the technical literacy of the students in the general technology course. Design and distribute two kinds of questionnaires: one is the student questionnaire to investigate the level of their technical literacy; the other is the teacher questionnaire to find out the reasons for the problems of students' technical literacy. According to the relevant literature and the author's teaching practice experience, the author interprets the concept, characteristics and process of design and production activities, and then puts forward a design mode of design and production activities, and according to the learning situation and curriculum standards, According to this pattern, an example of design and production activity, the design and manufacture of portable bench, is designed. In order to explore the effectiveness of the design model, the author applies the model to the real teaching practice. According to the results of the pre-test of technical literacy, 40 students with similar technical literacy in two classes were selected, and the comparative experimental teaching of the two classes was carried out by using the teaching mode based on design and production practice and the traditional teaching mode. The differences of students' technical knowledge, technical behavior ability, technical thought and method, technical attitude and emotion are compared and analyzed by means of theoretical test and practical operation test. Furthermore, this paper makes an empirical analysis of the view that design and production activities are an important means to improve students' technical literacy.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.94

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