探究式教学在小学Scratch课程中的应用研究

发布时间：2018-05-15 19:08

本文选题：探究式教学 + Scratch课程　；参考：《宁波大学》2017年硕士论文

【摘要】：随着信息技术水平的不断更新与进步,伴之以更为多元的教学形式适应更为开放的教学环境。基于创客和STEAM背景,信息技术教学更为强调培养学生的创新精神和信息素养。鉴于Scratch课程实践性和创新性的特点与探究式教学注重教学体验和教学创新的特质相吻合,Scratch课程中的探究式教学有助于培养学生的主动学习习惯和良好的信息素养。本研究首先通过文献研究法对探究式教学、Scratch课程和教学设计进行了概念界定;其次通过调查问卷和调研初步了解小学探究教学现状和学生探究学习情况。在此基础上对探究式教学在小学Scratch课程中的教学模式进行框架构建,并依此框架进行教学设计。鉴于Scratch程序设计的三大基本结构,教学设计分别从顺序结构、循环结构和选择结构进行教学实践研究。研究结果表明:探究式教学在Scratch课程中让学生由被动接收者变成了主动的探究者,大部分学生会主动去发现问题、研究问题、解决问题和总结问题;探究式教学更注重的是探究过程中的参与体验,这有助于培养学生知识建构和解决问题的能力;探究式教学有助于培养学生的创新精神,学生思维更加开阔,学习结果呈现更加多样性。但是也存在一些疑惑,首先是课堂效率,探究式教学需要更多的课堂教学时间,对于固定的授课时间和授课内容怎么样才能提高学生的探究学习效率;其次,培养学生的探究能力和探究习惯需要一个漫长过程。研究认为教师应注重对探究过程的引导,探究的核心不在于要解决的教学任务,而在于教学过程中学生探究能力和习惯的培养。教师要坚持科学的教育理念,以学生为中心,引导学生主动进行知识建构。教师在探究教学中是组织者和引导者,不能完全放任学生无目的自主探究,不能只注重探究形式而忽略了探究本质。
[Abstract]:With the continuous renewal and progress of information technology, it adapts to a more open teaching environment with more diversified teaching forms. Based on the background of creators and STEAM, IT teaching emphasizes the cultivation of students' innovative spirit and information literacy. In view of the fact that the practical and innovative characteristics of Scratch course coincide with the characteristics of inquiring teaching focusing on teaching experience and teaching innovation, the inquiring teaching in scratch course is helpful to cultivate students' active learning habits and good information literacy. This research firstly defines the concept of inquiry-based teaching scratch curriculum and teaching design through literature research, and then through questionnaires and surveys to understand the current situation of inquiry teaching in primary schools and students' inquiry learning. On the basis of this, the teaching mode of inquiry teaching in primary school Scratch curriculum is constructed, and the teaching design is carried out according to this framework. In view of the three basic structures of Scratch programming, teaching design is studied from sequence structure, cyclic structure and selective structure respectively. The results show that inquiry teaching makes students change from passive receiver to active inquiring person in Scratch course. Most students will actively find problems, research problems, solve problems and summarize problems. Inquiry teaching pays more attention to the experience of participation in the process of inquiry, which helps to cultivate students' ability of knowledge construction and problem-solving, inquiry teaching helps to cultivate students' spirit of innovation, and students' thinking is wider. Learning results are more diverse. But there are also some doubts, first is classroom efficiency, inquiry teaching needs more classroom teaching time, for the fixed teaching time and teaching content to improve students' inquiry learning efficiency; second, It takes a long process to cultivate students' inquiry ability and habit. The study holds that teachers should pay attention to the guidance of the inquiry process, and the core of inquiry lies not in the teaching task to be solved, but in the cultivation of the students' inquiry ability and habit in the teaching process. Teachers should adhere to scientific educational concept, take students as the center and guide students to construct knowledge actively. Teachers are organizers and guides in inquiry teaching. They cannot completely allow students to explore aimlessly and independently. They cannot only pay attention to the form of inquiry and ignore the essence of inquiry.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.58

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