信息化环境下语文翻转课堂研究

发布时间：2018-06-13 20:35

本文选题：信息化环境 + 翻转课堂　；参考：《陕西理工大学》2017年硕士论文

【摘要】：随着信息技术的迅猛发展和教育教学观念的不断更新,现代教育技术与学科教学不断融合,教育教学领域正在经历着一场由科学技术主导的巨大改革。“翻转课堂”作为一种基于信息技术的新的教学模式,为语文教育教学改革注入了活力。翻转课堂与语文教学的深度融合,必将推动语文教育教学的改革发展,提高语文教学的有效性,全面提升语文教学质量。翻转课堂以构建主义、研究性教学、行为主义学习、对话教学、精熟教学法等作为理论基础,体现了以人为本的思想及自主、合作、探究新课程教学理念。基于重庆聚奎中学、深圳南山实验学校、昌乐一中等学校翻转课堂实践经验的总结,并通过对本地三所学校教师、学生及家长“教师信息技术水平”“教师对翻转课堂的认可度”“学生家校使用电脑情况”“学生信息技术水平”“现有课堂教学喜欢程度分析及理想学习方式”等问题的调查,可以看出,翻转课堂在语文课程中的运用是十分必要而且切实可行的。教师的翻转课堂理念、学生的兴趣及家长的支持是翻转课堂实施的条件,语文教师的专业性、优质的微课、配套的学习环境、合理的语文课堂设计是翻转课堂实施的基本要素。从三所学校语文翻转课堂实践探索来看,语文翻转课堂有一般模式和特殊模式两种。一般模式,适应于校内外信息化程度较高的学习环境,其流程为课前翻转——学生自主预习、课堂翻转——师生、生生积极互动、课后翻转——运用微课深化学习;特殊模式,适应于校内外信息化环境较低的学习环境,其实质是变课外翻转为课内翻转,先课内自学,再课内互动。语文翻转课堂与传统课堂相比,其实质是教学目标上从“教的目标”转向“学的目标”,教学过程从线性转向非线性,教学方法从授受型转向互动型,教学评价的内容、主体、方式从单一性转向多元化的过程。语文翻转课堂优势表现在,可以帮助学生实现创造性自主学习,促进师生教师转变与课堂互动,便于教师及时并有针对性的为学生解决问题,实现了语文教育人机劳动分工,促进学生思维品质全面提升。当下的语文翻转课堂存在着学生主体地位倾向绝对化,教学资源唯一化,思维培养的定向化,情感、态度、价值观的正确导向缺失、语文翻转课堂的过分肯定等问题,有的放矢,采取恰当的对策,才能使语文翻转课堂少走弯路,更有实效。互联网的普及和计算机技术在教育领域的应用,使翻转课堂教学模式变得可行和现实,翻转课堂在语文教学中的应用,更是为语文学习提供了新的理念和新的学习方法。但是,语文翻转课堂的应用不是对传统语文教学的否定。传统语文教学方式在涌现出弊端的同时,仍然有其优越性的一面,因此,在语文教学中,要依据课文内容和特点,既要保留传统教学的优点,又要发挥翻转课堂的长处,二者优化整合,使语文教学与时俱进,更加高效。
[Abstract]:With the rapid development of information technology and the renewal of educational and teaching concepts, modern educational technology and subject teaching are merging continuously, and the field of education and teaching is undergoing a huge reform led by science and technology. As a new teaching mode based on information technology, "flipping classroom" has injected vitality into the reform of Chinese teaching. The deep fusion of flipping classroom and Chinese teaching will promote the reform and development of Chinese education and teaching, improve the effectiveness of Chinese teaching and improve the quality of Chinese teaching in an all-round way. Based on constructionism, research-based teaching, behaviorism learning, dialogue teaching and proficient teaching method, the flipping classroom embodies the people-oriented thought and autonomy, cooperation, and explores the new curriculum teaching idea. Based on the summary of the practical experience of Chongqing Jukui Middle School, Shenzhen Nanshan Experimental School, Changle No. 1 Middle School, and through the teachers of three local schools, Students and parents "Teachers' Information Technology level" Teachers' recognition of flipping classroom "," students' use of computer in Home and School "," students' Information Technology level "present classroom Teaching liking degree and ideal Learning Mode" "etc. It can be seen that the use of flip classroom in Chinese curriculum is very necessary and feasible. Teachers' idea of flipping classroom, students' interest and parents' support are the conditions of flipping classroom implementation. Chinese teachers' professionalism, high quality micro-class, matching learning environment and reasonable Chinese classroom design are the basic elements of flipping classroom implementation. From the exploration of three schools' Chinese flipping classroom practice, there are two kinds of Chinese flipping classroom: general mode and special mode. General mode, adapted to the learning environment with high level of information inside and outside the school, its flow is pre-class flipping-students' autonomous preview, classroom flipping-teachers and students, positive interaction between students and students, after-class flipping-using micro-lessons to deepen learning; special mode, To adapt to the learning environment of low information environment in and out of school, its essence is to change the extra-curricular turnover into the in-class flipping, first self-study in class, and then interact in class. Compared with the traditional classroom, the essence of the Chinese flipping classroom is to change the teaching goal from the "teaching goal" to the "learning goal", the teaching process from the linear to the nonlinear, the teaching method from the teaching type to the interactive type, the content and the subject of the teaching evaluation. The process of changing from singularity to diversification. The advantages of Chinese flipping classroom can help students to realize creative independent learning, promote teachers and students to change and interact with classroom, facilitate teachers to solve problems for students in time and pertinently, and realize the division of labor between man and machine in Chinese education. To promote the overall improvement of students' thinking quality. At present, there are some problems in the Chinese flipping classroom, such as the absolute tendency of students' dominant position, the uniqueness of teaching resources, the orientation of thinking cultivation, the lack of correct orientation of emotion, attitude, and values, the over-affirmation of Chinese flipping classroom, etc. Only by taking appropriate countermeasures, can we make the Chinese flipping classroom less detours and more effective. The popularization of the Internet and the application of computer technology in the field of education make the flipping classroom teaching mode feasible and realistic. The application of flip classroom in Chinese teaching provides new ideas and new learning methods for Chinese learning. However, the application of Chinese flipping classroom is not the negation of traditional Chinese teaching. The traditional Chinese teaching method has its advantages while it emerges its disadvantages. Therefore, according to the content and characteristics of the text, it is necessary to retain the advantages of traditional teaching and to give full play to the advantages of flipping the classroom. The optimization and integration of the two make Chinese teaching keep pace with the times and become more efficient.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.3

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