关注学习体验的初中生物建构性学习环境设计研究

发布时间：2018-03-28 12:04

本文选题：学习体验　切入点：劣构性问题　出处：《东北师范大学》2015年硕士论文

【摘要】：随着多媒体技术在教育教学中的不断应用与发展,教师的教学模式、教学方式方法逐步发生了转变,对于信息技术的使用和教学环节的把握也有所好转。当前,面临的问题是如何使教学更好更有效的发展。学习者对于学习环境的良好感知可使其乐学好学,因此学习环境设计是解决技术有效应用的途径与方法。关注学习体验的建构性学习环境设计是一种以引发学生的学习体验为核心,通过围绕学习体验的生成来构建学习环境,并支持学习者高阶思维能力发展的建构性学习环境设计。本文首先综述了建构主义学习理论、学习环境设计理论并整理了学习体验的相关研究以此给出关注学习体验对于建构性学习环境设计的必要性。然后选取优质课大赛生物组的20例课程进行案例分析,发现当下教学过程中存在的问题、找到形成的原因和影响因素。接下根据存在的问题给出关注学习体验的建构性学习环境设计的策略与方法。最终以“生态系统”为内容载体设计一个初中生物课程案例并对案例进行评估和分析。文章以初中生物劣构性问题解决为逻辑起点,以关注学习体验的发生为重心,以建构主义学习理论为指导依据,以促进学习者高阶思维发展为目标,以提升学习者生命价值为宗旨,给出关注学习体验的初中生物建构性学习环境设计策略与方法,为教学更好更有效的发展提供依据。通过上述研究,本文得出结论如下:关注学习体验的建构性学习环境设计是一种以引发学生的学习体验为核心,解决劣构性问题为起点,通过围绕学习体验的生成来构建学习环境,并支持学习者高阶思维能力发展的建构性学习环境设计。关注学习体验的建构性学习环境设计策略:学习目标期望化、学习内容问题化、学习活动任务化、技术支持个人化。
[Abstract]:With the continuous application and development of multimedia technology in education and teaching, the teaching mode and teaching method of teachers have gradually changed, and the use of information technology and the grasp of teaching links have also improved. The problem is how to make teaching better and more effective. A learner's good perception of the learning environment makes him happy to learn. Therefore, the design of learning environment is the way and method to solve the problem of effective application of technology. The design of constructive learning environment, which focuses on learning experience, is a kind of learning environment that focuses on causing students' learning experience and builds learning environment around the generation of learning experience. It also supports the design of constructive learning environment for the development of learners' higher-order thinking ability. This paper first summarizes the constructivist learning theory. The theory of learning environment design and the related research of learning experience are summarized to show the necessity of paying attention to the design of learning environment. Then 20 cases of biology group of high quality lesson contest are selected for case study. To discover the problems in the current teaching process, Then, according to the existing problems, the strategies and methods of designing a constructive learning environment focusing on learning experience are given. Finally, a junior high school biology course is designed with "ecosystem" as the content carrier. The paper takes the solution of the problem of biological inferiority in junior high school as the logical starting point. Focusing on the occurrence of learning experience, taking constructivist learning theory as the guidance, promoting the development of learners' higher-order thinking as the goal, and promoting the learner's life value as the purpose. In order to provide the basis for the better and more effective development of teaching, the strategies and methods of designing biological constructive learning environment of junior high school students concerned with learning experience are given. The conclusion of this paper is as follows: the design of constructive learning environment, which focuses on learning experience, is a kind of learning environment which focuses on the learning experience of the students, solves the problem of poor construction, and builds the learning environment around the generation of learning experience. It also supports the design of constructional learning environment for the development of learners' higher-order thinking ability. The design strategies of constructive learning environment which focus on learning experience are as follows: expectation of learning goal, problem of learning content, task of learning activity and individualization of technical support.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91;G434

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