网络环境下合作学习在高中信息技术课程教学中应用研究

发布时间：2018-05-28 05:33

本文选题：网络环境 + 合作学习　；参考：《西北师范大学》2015年硕士论文

【摘要】：计算机网络技术的发展加速了社会信息化的进程,也推动了教育事业的信息化进程。网络环境下合作学习作为一种新的教学模式使教育方式和学习的方式发生重大改变。高中信息技术课标要求培养学习者的合作能力和解决问题能力,网络环境下合作学习在高中信息技术课程中实践应用正是为了培养学习者的合作能力和解决问题能力而做出的一种新的教学革新和尝试。本研究通过文献研究和问卷调查分析发现教师对信息技术教材内容分析不够深入、对合作学习策略运用不够适当造成在运用合作学习进行信息技术教学时还存在着许多误区和问题。本研究在充分阐述网络环境下合作学习的要素和理论基础上,分析了《信息技术基础》课程适合网络合作学习的内容,利用现代教学设计理念,对网络合作学习的各环节进行了详细的分析,设计网络合作学习策略,然后利用行动研究方法,在高中信息技术课程中进行应用研究。本研究由六个部分构成,具体结构内容如下。第一部分,阐述了网络环境下合作学习的研究背景、国内外网络合作学习的研究状况以及研究的目的和意义。第二部分,界定相关概念,梳理了相关理论,并分析了网络合作学习与高中信息技术的关系。第三部分,运用问卷调查和访谈等研究方法,调查分析了高中信息技术课程合作学习应用的现状,并在此基础上分析总结了网络合作学习在高中信息技术课程中存在的主要问题,以期使后期研究更有针对性。第四部分,论述网络合作学习的教学设计及网络合作学习模式,提出网络合作学习策略,包括学习小组分组策略、学习小组交流沟通策略、知识共享策略、合作学习激励与反馈策略、教师指导与管理策略和合作学习评价策略。第五部分,采用行动研究法进行网络合作学习在高中信息技术课程中的应用研究。通过三个阶段的研究实施,每一个阶段实施以后进行分析和反思,在此基础上进一步调整方案再实施,完善网络合作学习策略的有效性。第六部分,总结研究结论,提出网络合作学习在高中信息技术课程中应用的建议。应用研究发现,在高中信息技术课程教学中运用网络合作学习不但可以改善信息技术教学现状,而且可以提高学生学习信息技术的兴趣,可以提高学生的合作交流能力和应用信息技术解决问题的能力。网络合作学习的实施过程中,教师必须合理选择教学内容、合理地进行分组分工、全面有效地组织和管理整个学习过程、及时处理小组内冲突,适当调整参与程度、促进学习者进行交流沟通、全面把握评价方法等。除此之外,教师还应注意学习任务的设计、学习环境的创设、知识的共享、激励与反馈等策略在网络合作学习过程中的运用。
[Abstract]:The development of computer network technology accelerates the process of social informatization and promotes the informatization process of education. As a new teaching mode, cooperative learning in network environment has greatly changed the way of education and learning. The high school information technology curriculum standard requires the learners to develop their cooperative and problem-solving abilities. The practical application of cooperative learning in high school information technology curriculum under the network environment is a new teaching innovation and attempt to cultivate learners' cooperative ability and problem-solving ability. Through literature research and questionnaire survey, the author finds that teachers' analysis of information technology teaching materials is not deep enough. The inadequate use of cooperative learning strategies leads to many misunderstandings and problems in the use of cooperative learning in information technology teaching. On the basis of fully expounding the elements and theories of cooperative learning under the network environment, this study analyzes the contents of the course "Information Technology Foundation" suitable for network cooperative learning, and makes use of the modern teaching design concept. This paper makes a detailed analysis of each link of network cooperative learning, designs the strategy of network cooperative learning, and then uses the action research method to carry on the application research in the high school information technology curriculum. This study consists of six parts, and the specific structure is as follows. In the first part, the research background of cooperative learning in the network environment, the research status of cooperative learning at home and abroad, and the purpose and significance of the research are described. The second part, defines the related concepts, combs the related theories, and analyzes the relationship between network cooperative learning and high school information technology. In the third part, using the methods of questionnaire and interview, the author investigates and analyzes the current situation of the application of cooperative learning in information technology curriculum in senior high school. On this basis, this paper analyzes and summarizes the main problems of network cooperative learning in high school information technology curriculum, in order to make the later research more targeted. In the fourth part, the teaching design and cooperative learning model of web-based cooperative learning are discussed, and the strategies of web-based cooperative learning are put forward, including group strategy, communication strategy and knowledge sharing strategy. Cooperative learning incentive and feedback strategies, teacher guidance and management strategies and cooperative learning evaluation strategies. The fifth part uses the action research method to carry on the network cooperation study in the high school information technology curriculum application research. Through the implementation of three stages of research, after each stage of implementation of the analysis and reflection, on the basis of further adjustment of the implementation of the scheme, improve the effectiveness of network cooperative learning strategy. In the sixth part, the conclusion of the research is summarized, and the suggestions on the application of network cooperative learning in information technology curriculum of senior high school are put forward. The applied research found that the use of network cooperative learning in high school information technology course teaching can not only improve the current situation of information technology teaching, but also enhance students' interest in learning information technology. It can improve the students' ability of cooperation and communication and the ability of using information technology to solve problems. In the process of implementing cooperative learning on the network, teachers must choose the teaching content reasonably, divide the work in groups reasonably, organize and manage the whole learning process completely and effectively, deal with the conflicts in the group in time, adjust the degree of participation appropriately. To promote learners to communicate, comprehensive grasp of evaluation methods. In addition, teachers should also pay attention to the design of learning tasks, the creation of learning environment, the sharing of knowledge, the use of incentives and feedback in the process of web-based cooperative learning.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67;G434

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