一人一机环境下支架式教学模式的研究

发布时间：2018-04-16 16:17

本文选题：一人一机 + 支架式教学　；参考：《上海师范大学》2013年硕士论文

【摘要】：信息技术与学科整合，能够解决传统教学中的一些问题，让学生在一种视觉、听觉丰富的学习环境中开展学习，从而调动学生的学习积极性，提升学生的学习兴趣，提高课堂教学的效率。但是，实际教学中发现，学生能积极参与教学活动中，但学习成绩却没有提升，甚至有的同学成绩反而下降了，尤其是高中学生，在某些学科中这种现象更加突出。支架式教学模式是以学生的学习和发展为中心，让学生在教师的指导下，，主动去建构知识，不断发掘自身潜力，提高学习积极性和主动性。在一人一机环境下运用支架式教学理论开展教学，能充分利用信息技术的优势，搭建学习支架，让学生可以在不受时间、空间的限制情况下，开展参与知识的建构，真正提升自主学习能力，提高学习成绩。笔者在经验总结基础上，针对化学学科教学，设计出了一人一机环境下支架式教学模式。在研究实践中，选两个平行班级作为实验班和参照班，针对化学学科中部分学习内容，分别实施一人一机环境下支架式教学模式和常规教学方式。首先，本文通过对学生开展前测进行情况摸底，然后组织实验班的学生在一人一台电脑的环境下搭建学习支架、参与知识的构建，重视学生的主动参与和积极建构，在参照班依旧按照原来的教学方法。一个多学期的实验实施后，对学生进行实验后测，通过相关的学习考试、学生自主学习能力的问卷调查，对学生学习成绩和自主学习能力的提升进行详细分析。研究结果表明，一人一机环境下支架式教学模式能够更好地促进学生参与到学习过程中，帮助学生提高成绩，提升自主学习能力，从而更好地开展学习。该模式必须具备电脑、互联网以及学习平台。在研究中，实施的对象为区重点中学层面学校的学生，且只在化学学科内进行实施验证，本研究具有一定的局限性。后续可以在不同层次的学生和不同学科上进一步开展实验。
[Abstract]:The integration of information technology and subjects can solve some problems in traditional teaching and enable students to study in a visual and auditory learning environment, thus arousing students' enthusiasm for learning and promoting students' interest in learning.Improve the efficiency of classroom teaching.However, it is found in practical teaching that students can actively participate in teaching activities, but their academic achievements have not been improved, and even some students' achievements have declined, especially in senior high school students, which is more prominent in some subjects.The scaffolding teaching mode is centered on the students' learning and development. Under the guidance of the teachers, the students can construct knowledge actively, constantly explore their potential, and improve their enthusiasm and initiative.In the environment of "one person, one machine", the use of scaffolding teaching theory can make full use of the advantages of information technology, build learning scaffolding, so that students can take part in the construction of knowledge without the restriction of time and space.Improve self-learning ability and academic achievement.On the basis of experience summary, the author designed the scaffold teaching model in the environment of one person, one machine, aiming at chemistry teaching.In the research practice, two parallel classes are chosen as experimental classes and reference classes. According to some learning contents in chemistry, the scaffolding teaching mode and conventional teaching method are implemented in the environment of "one person, one machine" respectively.First of all, this paper makes a survey of the students' pre-test, and then organizes the students in the experimental class to build the learning scaffold in the environment of one person and one computer, to participate in the construction of knowledge, and to attach importance to the active participation and active construction of the students.In the reference class is still in accordance with the original teaching method.After carrying out the experiment for more than one semester, the students were tested after the experiment, and the improvement of the students' learning achievement and autonomous learning ability was analyzed in detail through the relevant learning tests and the questionnaire survey of students' autonomous learning ability.The results show that the scaffolding teaching model can better promote students' participation in the learning process, help students improve their performance, improve their autonomous learning ability, and thus carry out learning better.This model must have computer, Internet and learning platform.In the study, the students of the district key middle school are implemented and verified only in the chemistry subject. This study has some limitations.Further experiments can be carried out at different levels of students and in different disciplines.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434

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