虚拟学具在高中生物教学中的应用研究

发布时间：2018-05-06 06:31

本文选题：虚拟学具 + 教学模型　；参考：《华中师范大学》2017年硕士论文

【摘要】：知识经济时代对于人才培养提出了新的要求:学习者不仅要能够灵活解决各项复杂问题还要能够进行一定程度创新与创造。然而当下课堂教学常用的以黑板加粉笔的传统教学方式因其固化、低效、低容量的特征,扼杀了学习者的创造力、逆向思维和发散思维能力,导致学校教学与现今信息化社会培养创新、创造人才的目标背道而驰。快速发展的信息技术与互联网为学校教学改革提供了新思路。虚拟学具作为一种具有集数字化、游戏性、交互性以及动态性为一体的新型信息技术工具,能够为教师和学生提供一种更加生动、具体、便捷的教学与学习方式。基于此,本研究尝试将虚拟学具应用于生物课堂教学,构建基于虚拟学具的教学模型,并以该模型为理论指导开展教育教学实践研究,以期提高教育教学效果,助教育改革一臂之力。本文首先对虚拟学具教学相关理论基础进行解读,并梳理了虚拟学具应用于教学的内涵。然后,以现有生物教学现状为基础,结合虚拟学具教学的基本理论,构建虚拟学具教学模型。最后,以苏州某中学高一两个班学生作为研究对象开展教学实验,验证所构建模型指导教育教学实践的有效性。通过对实验过程中所收集的数据(包括问卷调查数据与访谈数据)进行分析发现:(1)虚拟学具教学能提高学生的学习兴趣和注意力;(2)虚拟学具因其生动、形象、具象等特点,降低了学生的认知负荷;(3)学生认为,虚拟学具教学不但对他们的学习效果有帮助,同时也促进了他们的课堂合作学习能力,希望能在更多的课堂中使用虚拟学具;(4)教师对虚拟学具教学持欢迎态度,认为可以更加方便快捷的传授学习内容。通过对以上结果分析,得出虚拟学具教学具有广阔应用前景的结论。最后,对虚拟学具应用于学科教学的过程进行了反思和展望,为以后改进和完善虚拟学具教学及其应用推广打下坚实的基础。
[Abstract]:In the era of knowledge economy, new requirements have been put forward for the cultivation of talents: learners should not only be able to solve various complex problems flexibly, but also be able to innovate and create to a certain extent. However, when the traditional teaching method with blackboard and chalk is commonly used in classroom teaching, because of its characteristics of solidification, inefficiency and low capacity, it stifles learners' creativity, reverse thinking and divergent thinking ability. Leading to school teaching and information society today training innovation, the goal of creating talent contrary. The rapid development of information technology and Internet provides a new idea for the school teaching reform. As a new information technology tool with digitization, gameplay, interactivity and dynamics, virtual learning tools can provide a more vivid, concrete and convenient teaching and learning method for teachers and students. Based on this, this study tries to apply virtual learning tools to biology classroom teaching, construct a teaching model based on virtual learning tools, and use this model as a theoretical guide to carry out the research of educational teaching practice in order to improve the educational teaching effect. Help the reform of education. This paper first interprets the theoretical basis of virtual learning teaching, and combs the connotation of virtual learning tools applied in teaching. Then, based on the present situation of biology teaching and the basic theory of virtual learning teaching, a virtual learning teaching model is constructed. Finally, a teaching experiment is carried out to verify the validity of the model to guide the teaching practice with the students of two classes in a middle school in Suzhou as the object of study. Through the analysis of the data collected in the course of the experiment (including questionnaire survey data and interview data), it is found that the teaching of virtual learning tools can improve the students' interest and attention because of its vivid, concrete and so on. The students think that virtual learning teaching is not only helpful to their learning effect, but also promotes their cooperative learning ability. We hope to use virtual learning tools in more classes. (4) Teachers have a welcome attitude towards virtual learning tools teaching, and think that they can teach the learning content more conveniently and quickly. Through the analysis of the above results, it is concluded that virtual learning teaching has a broad application prospect. Finally, the process of applying virtual learning tools to subject teaching is reviewed and prospected, which lays a solid foundation for the improvement and improvement of virtual learning tools teaching and its application in the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.91

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