利用网络环境优化初中信息科技课堂教学的实践研究
发布时间：2018-11-15 19:49
【摘要】：21世纪，社会信息化高度发展，信息技术被各行各业广泛应用。教育信息化成为教育面向信息社会的要求和必然结果。为了适应信息时代给教育带来的挑战，传统的教育观念、教学模式、教学管理等各个工作环节必须实行有效的改革。课堂教学作为中小学教育信息化的主要阵地，与信息技术有机结合是当前教学改革工作的关键。 初中信息科技课程是一门实践性很强的学科，以全面提升学生的信息素养为总目标。目前信息科技课程大多仍以传统的知识传授，并辅助以上机实践的方式为主。这种教学方式以知识灌输、学生被动接受为主、很难培养学生的综合运用及创新能力。利用网络环境进行课堂教学这一新型模式，旨在培养学生发现问题、分析问题、解决问题的能力和协作能力等多方面的综合能力，符合信息科技课程对学生的培养目标。因此将其融合到信息科技教学中在培养学生自主、创新精神和协作能力上具有很好的作用。 利用网络环境进行课堂教学以其独特的优势，完善了传统课堂教学，又为教师的教和学生的学提供了强有力的平台支持，满足了学生自主学习和个性化学习的需要，，增加了新的交互方式，给学生提供了更便捷的学习机会、丰富的教学环境和教学资源。如何在网络环境下开展初中信息科技课堂教学，在网络环境下初中信息科技课程适合采用哪些教学模式进行教学，成为本文探讨的重点。 本文采用文献研究法、案例分析法、问卷调查法等多种研究方法，论文总共分为五部分进行论述。 第一部分是绪论部分，主要包括研究背景和意义、研究内容和方法和创新点。为后文的论述做理论铺垫。 第二部分是理论依据与研究现状。包括理论依据和国内外研究现状。 第三部分介绍了相关概念和理论。主要有信息科技、课堂教学、信息科技课堂教学和优化初中信息科技课堂教学的必要性。 第四部分是论文的重点。阐述了优化初中信息科技课堂教学的个案分析。举例说明了X中学初一信息科技课堂教学概况、初中信息科技课程标准中课程目标的解读、X中学初一在网络环境下信息科技课堂教学的实践研究、教学效果的分析与总结以及网络环境下优化信息科技课程教学存在的问题。 第五部分是结论。
[Abstract]:In the 21 st century, with the high development of social information, information technology is widely used in various industries. Education informatization has become the requirement and inevitable result of education facing the information society. In order to adapt to the challenge to education brought by the information age, the traditional educational concept, teaching mode and teaching management must be reformed effectively. Classroom teaching, as the main position of primary and secondary education informatization, is the key of current teaching reform. Junior high school information technology curriculum is a very practical subject, with the overall goal of improving students' information literacy. At present, most of the IT courses are still based on traditional knowledge, and assist in the practice of computer. This teaching method is based on knowledge indoctrination and students' passive acceptance. It is difficult to cultivate students' comprehensive application and innovation ability. The new model of classroom teaching based on network environment aims to cultivate students' comprehensive ability of finding problems, analyzing problems, solving problems and cooperating, which is in line with the training goal of information technology courses. Therefore, integrating it into information technology teaching plays a good role in cultivating students' independence, innovation spirit and cooperation ability. The use of network environment for classroom teaching with its unique advantages, improve the traditional classroom teaching, and provide a strong platform for teachers and students to support the learning, to meet the needs of independent learning and personalized learning of students. New interactive methods are added to provide students with more convenient learning opportunities, rich teaching environment and teaching resources. How to carry out the information technology classroom teaching in junior high school under the network environment and which teaching mode is suitable for the information technology course in the middle school under the network environment has become the focal point of this article. In this paper, literature research, case analysis, questionnaire survey and other research methods, the paper is divided into five parts to discuss. The first part is the introduction, including the research background and significance, research content and methods and innovation. For the following discussion of the theory of paving the way. The second part is the theoretical basis and research status. Including the theoretical basis and domestic and foreign research status. The third part introduces the related concepts and theories. There are mainly information technology, classroom teaching, information technology classroom teaching and the necessity of optimizing junior high school information technology classroom teaching. The fourth part is the focus of the paper. This paper expounds the case analysis of optimizing the information technology classroom teaching in junior high school. Examples are given to illustrate the general situation of information technology classroom teaching in grade one of X middle school, the interpretation of curriculum objectives in the information technology curriculum standard of junior high school, and the practical research on information technology classroom teaching in the network environment of grade one of X middle school. The analysis and summary of teaching effect and the problems existing in optimizing the teaching of information technology course under the network environment. The fifth part is the conclusion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434;G633.67
本文编号：2334277
[Abstract]:In the 21 st century, with the high development of social information, information technology is widely used in various industries. Education informatization has become the requirement and inevitable result of education facing the information society. In order to adapt to the challenge to education brought by the information age, the traditional educational concept, teaching mode and teaching management must be reformed effectively. Classroom teaching, as the main position of primary and secondary education informatization, is the key of current teaching reform. Junior high school information technology curriculum is a very practical subject, with the overall goal of improving students' information literacy. At present, most of the IT courses are still based on traditional knowledge, and assist in the practice of computer. This teaching method is based on knowledge indoctrination and students' passive acceptance. It is difficult to cultivate students' comprehensive application and innovation ability. The new model of classroom teaching based on network environment aims to cultivate students' comprehensive ability of finding problems, analyzing problems, solving problems and cooperating, which is in line with the training goal of information technology courses. Therefore, integrating it into information technology teaching plays a good role in cultivating students' independence, innovation spirit and cooperation ability. The use of network environment for classroom teaching with its unique advantages, improve the traditional classroom teaching, and provide a strong platform for teachers and students to support the learning, to meet the needs of independent learning and personalized learning of students. New interactive methods are added to provide students with more convenient learning opportunities, rich teaching environment and teaching resources. How to carry out the information technology classroom teaching in junior high school under the network environment and which teaching mode is suitable for the information technology course in the middle school under the network environment has become the focal point of this article. In this paper, literature research, case analysis, questionnaire survey and other research methods, the paper is divided into five parts to discuss. The first part is the introduction, including the research background and significance, research content and methods and innovation. For the following discussion of the theory of paving the way. The second part is the theoretical basis and research status. Including the theoretical basis and domestic and foreign research status. The third part introduces the related concepts and theories. There are mainly information technology, classroom teaching, information technology classroom teaching and the necessity of optimizing junior high school information technology classroom teaching. The fourth part is the focus of the paper. This paper expounds the case analysis of optimizing the information technology classroom teaching in junior high school. Examples are given to illustrate the general situation of information technology classroom teaching in grade one of X middle school, the interpretation of curriculum objectives in the information technology curriculum standard of junior high school, and the practical research on information technology classroom teaching in the network environment of grade one of X middle school. The analysis and summary of teaching effect and the problems existing in optimizing the teaching of information technology course under the network environment. The fifth part is the conclusion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434;G633.67
【参考文献】
相关期刊论文 前10条
1 杨玉宝;认知弹性理论对网络环境下专题教学的启示[J];安徽水利水电职业技术学院学报;2005年01期
2 张舒予;王帆;;视觉素养培养与民族文化传承[J];当代传播;2008年04期
3 赵学信;;网络环境下学习模式探讨——课堂教学的补充与拓展[J];中国远程教育;2006年03期
4 刘繁华;网络教学中教师的教学行为研究[J];电化教育研究;2004年04期
5 张舒予,朱静秋;信息技术支撑下的视觉素养培养(上)[J];电化教育研究;2005年03期
6 郭文东;;案例导学-自主探究教学模式的构建[J];湖北经济学院学报(人文社会科学版);2008年11期
7 徐美仙,张学波;多维视角里的视觉素养:内涵、视野及意义[J];开放教育研究;2004年03期
8 肖年志;;信息技术学科教学中自主学习实施策略的探讨[J];中国现代教育装备;2006年01期
9 陈庆贵;;主题学习网站建设与应用研究的反思[J];信息技术教育;2006年08期
10 苏平萍,谢朝霞;建构主义理论下教师创设问题情境的三大难点[J];教育探索;2005年11期
本文编号：2334277
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyujiaoxuefangfalunwen/2334277.html
