基于Moodle平台的“合作—探究”教学模式构建与实践研究

发布时间：2018-01-20 18:59

本文关键词： 合作-探究 Moodle平台教学模式　出处：《河南大学》2011年硕士论文　论文类型：学位论文

【摘要】：在计算机技术和网络迅速发展的今天,教师依旧利用固有的传统教学手段进行教学,将大大限制学生的独立思考及思维创造能力。面临着教育信息化改革的挑战,建立适应网络时代下的教育、教学手段是大多学校所面临的突出问题。在现代教学理论的指导下,明晰了合作学习、合作学习小组和探究性学习等相关概念,总结出了“合作-探究”教学模式的特征。在阐述网络教学平台发展现状的基础上,结合当前教师主导、学生主体的课堂教学过程的特点和相关网络教学模式,如探索学习模式、讲授型模式和协作学习模式等,提出了“合作-探究”教学模式的教学平台选择特点,阐明了Moodle作为网络教学平台的优势。由此,选择了基于社会建构主义理论的Moodle网络教学平台,并与我国传统课堂教学的特点相结合,就如何在Moodle网络教学平台下构建和实践“合作-探究”教学模式进行了理论和实践研究,详细论述了“合作-探究”教学模式的构建过程,该教学模式的基本程序主要有以下七个环节,即:创设情境-自主探究-合作研讨-组间交流-归纳总结-巩固应用-小结作业,并提出了实施该教学模式需要遵循的教学原则和实施策略。以高校在校生为实践对象,在前期所研究教学策略的基础上,以新方式便捷地构建了Linux下Moodle教学平台,同时以Moodle为基础,设置“合作-探究”教学环境。在学习环境策略、小组激励策略的指导下,针对《核心路由与交换》进行实践教学,对实验班和参照班在教学目标明确性、教学内容丰富性、教学过程结构化等九个方面,利用SPSS对问卷、期末成绩等相关数据进行分析,测试其差异性是否显著。通过分析、总结得出基于Moodle平台的“合作-探究”教学模式能够为学生的学习提供更丰富的学习资源来弥补学习者经验不足的现象,而且极大地激发了学生的学习兴趣,给学生留有足够的时间来反思。研究中,在教学目标明确性和学习者经验连续性上无显著性差异,这也从侧面证明了教师在控制课堂和知识传播中的主宰地位是确保其教学目标明确和传授知识的连续性较高的主要原因。根据实验研究的结论,对基于Moodle平台的“合作-探究”教学模式进行了修订和完善,在模式构建过程中加入“教师引导”作为弥补教学模式不足的不可或缺因素,将“归纳总结”加入“评价”因素,进行形成性和总结性的评价,让学习经验更具有延续性,并且本文对实践中遇到的问题进行了总结和反思,丰富和完善了基于Moodle平台的教学模式。在后期的研究中,应该更加注重理论和实践并行,为一线教师提供具体的指导策略。
[Abstract]:With the rapid development of computer technology and network, teachers still use the traditional teaching methods. It will greatly limit the students' ability of independent thinking and creative thinking. Facing the challenge of educational informatization reform, the teaching means are the outstanding problems that most schools are faced with in order to adapt to the education under the network age. Under the guidance of modern teaching theory, the concepts of cooperative learning, cooperative learning group and inquiry learning are clarified. This paper summarizes the characteristics of the teaching mode of "cooperation and inquiry". On the basis of expounding the current situation of the development of network teaching platform, combined with the characteristics of the classroom teaching process of teacher-led and student main body and the related network teaching mode. Such as exploring learning mode, lecturing model and cooperative learning mode, this paper puts forward the characteristics of teaching platform selection of "cooperation and inquiry" teaching mode, and expounds the advantages of Moodle as a network teaching platform. Moodle network teaching platform based on social constructivism theory is chosen and combined with the characteristics of traditional classroom teaching in China. This paper makes theoretical and practical research on how to construct and practice the "cooperation-inquiry" teaching mode under the Moodle network teaching platform, and discusses in detail the construction process of the "cooperation-inquiry" teaching mode. The basic procedure of this teaching model mainly includes the following seven links: creating situation-independent inquiry, cooperative discussion, inter-group communication, induction, summary, consolidation and application, and summary homework. The teaching principles and strategies to be followed in the implementation of the teaching model are also put forward. Taking the college students as the practice object, on the basis of the teaching strategies studied in the early stage, this paper constructs the Moodle teaching platform under Linux in a new way, and at the same time, it takes Moodle as the foundation. Under the guidance of learning environment strategy and group incentive strategy, practice teaching is carried out according to "Core routing and switching", and the teaching objectives of experimental class and reference class are clear. The richness of teaching content, the structure of teaching process and other nine aspects, using SPSS to analyze the questionnaire, final results and other relevant data, to test whether the differences are significant. The conclusion is that the "cooperation-inquiry" teaching mode based on Moodle platform can provide more abundant learning resources for students to make up for the lack of learners' experience. Moreover, it has greatly stimulated students' interest in learning and left enough time for students to reflect on it. In the study, there is no significant difference in the clarity of teaching objectives and the continuity of learners' experience. This also proves that the dominant position of teachers in the control of classroom and knowledge dissemination is the main reason to ensure the clarity of teaching objectives and the high continuity of teaching knowledge. According to the conclusion of the experimental research, the "cooperation-inquiry" teaching mode based on Moodle platform is revised and perfected. In the process of model construction, the author adds "teacher guidance" as an indispensable factor to make up for the deficiency of teaching mode, and adds "inductive summary" to "evaluation" to evaluate formative and summative. Let the learning experience have more continuity, and this paper summarized and reflected on the problems encountered in practice, enriched and improved the teaching model based on Moodle platform. In the later period of research. We should pay more attention to the parallelism of theory and practice, and provide specific guiding strategies for teachers.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G434

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