基于计算思维的高中VB教学模式研究

发布时间：2018-04-27 10:26

本文选题：计算思维 + 教学模式　；参考：《南京师范大学》2015年硕士论文

【摘要】：目前,信息技术课程关注思维的教学,随着计算思维相关研究的深入,越来越多的研究者关注到计算思维在信息技术学科教学中的重要性。计算思维被看作是程序设计模块的思维品质,国内高中程序设计的计算思维教学无论是理论上还是教学实践中都处于探索阶段,程序设计中计算思维教学没有形成理论体系,需要进一步的研究。如何在高中VB程序设计中开展计算思维教学?是本研究的的出发点与归宿。研究在梳理计算思维相关研究的基础上,首先,明确本研究计算思维的关注点,包含“分析问题”、“抽象”和“算法与程序”能力,影响计算思维的态度因素有“兴趣”、“信心”和“交流与合作”。其次,根据国外已有的计算思维教学实践,结合国内程序设计教学实际,构建基于计算思维的高中VB教学模式。接着,根据构建的教学模式对教学内容进行教学设计。最后选取研究班级进行行动研究,通过课堂观察、学生访谈以及课堂教学反思对基于计算思维的高中VB教学模式进行不断的修正。研究选取南京H中学高一年级XX班进行教学实验,经过《赋值语句》、《条件语句》和《循环语句》三轮的行动研究,发放测试问卷对学生计算思维能力和态度进行测试,共得到三组数据,随后对三组数据进行统计分析,验证计算思维发展情况。经过分析,得出研究结果为： (1)实验前后,学生计算思维成绩有显著性提升。 (2)实验前后,学生“分析问题”能力有显著性提升；学生“抽象”能力有显著性提升；“算法与程序”能力无显著性提升,但整呈现上升趋势。(3)学生对程序设计态度有所改变,表现在：学生对程序设计课堂兴趣浓厚；体会到合作与交流带给自己的帮助；有独立解决问题的信心,并对课堂提出更高的要求。从计算思维教学取得的课堂教学效果和行动研究计算思维教学过程的顺利进行,即采用测试问卷与访谈、课堂观察相结合的方法,从质和量的角度说明了基于计算思维高中VB教学模式的可行性。但在教学中教学模式并不是一层不变的,需要根据情况做适当调整。研究认为,在教学过程中应注意对知识点的精讲；把握课堂讨论的进度与深度；课堂给予学生足够时间亲身经历,获取“做的经验”；教学模式环节的先后顺序要灵活调整。
[Abstract]:At present, the course of information technology pays attention to the teaching of thinking. With the further study of computational thinking, more and more researchers pay attention to the importance of computational thinking in the teaching of information technology. The computational thinking is regarded as the thinking quality of the program design module. The teaching of computational thinking in senior high school in our country is in the exploratory stage in both theory and teaching practice, and there is no theoretical system in the teaching of computational thinking in the program design. Further research is needed. How to carry out the teaching of computational thinking in VB programming in senior high school? It is the starting point and destination of this study. On the basis of combing the related research of computational thinking, first of all, it is clear that the focus of computational thinking in this study is "analytical problem", "abstract" and "algorithm and program" ability, and the attitude factors influencing computational thinking are "interest". "confidence" and "exchange and cooperation". Secondly, according to the teaching practice of computational thinking in foreign countries and the teaching practice of domestic program design, the VB teaching model based on computational thinking is constructed in senior high school. Then, the teaching content is designed according to the constructed teaching model. Finally, through classroom observation, student interviews and classroom teaching reflection, the VB teaching model of high school based on computational thinking is constantly revised. The study selected XX class of Nanjing H Middle School for teaching experiment. After three rounds of action research, such as assignment statement, conditional statement and cyclic statement, the students' ability of calculating thinking and attitude were tested by issuing a test questionnaire. Three groups of data were obtained, and then the three groups of data were statistically analyzed to verify the development of computational thinking. After analysis, the results are as follows: 1) before and after the experiment, the scores of students' computational thinking are significantly improved. (2) before and after the experiment, the students' ability of "analysis problem" was significantly improved; the ability of "abstract" of students was improved significantly; the ability of "algorithm and program" was not improved significantly, but the whole trend of rising. 3) the students' attitude towards program design was changed. Students have a strong interest in programming classes; experience the help of cooperation and communication; have the confidence to solve problems independently, and put forward higher requirements to the classroom. From the classroom Teaching effect and Action Research of Computational thinking Teaching, the teaching process of Computational thinking is carried out smoothly, that is, the method of combining test questionnaire with interview and classroom observation is adopted. The feasibility of VB teaching model in high school based on computational thinking is explained from the point of view of quality and quantity. However, the teaching mode is not the same in teaching, it needs to be adjusted according to the situation. The study holds that attention should be paid to the elaboration of the knowledge points in the teaching process; the progress and depth of the classroom discussion should be grasped; the students should be given sufficient time in the classroom to experience themselves and obtain the "experience of doing"; and the order of the teaching mode should be adjusted flexibly.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67

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