先行组织者策略在职业高中VFP程序设计教学中的应用研究

发布时间：2018-02-17 08:12

本文关键词： 计算机教学先行组织者教学设计《VisualFoxPro6.0》　出处：《内蒙古师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：美国教育心理学家奥苏贝尔的“先行组织者”理论认为,学生面对新的学习任务,如果原有的认知结构中没有可以同化新知识的的概念,或原始概念不够明确和巩固,那么需要一个所谓的材料呈现在学习材料之前,它可能是一个概念,定理,或一段简单的描述文字,您可以使用简单的语言和视觉形象的具体模型,建立新、旧知识的桥梁。经过对很多教学一线的老师进行调查,发现先行组织者策略在各科实际教学中的使用很频繁广泛,但在学术论文中对该理论的阐述并不多,还有很大待研究的空间。而单独就程序设计语言教学的论文而言,大多数论文集中在语言难于理解,如何提高学生学习兴趣,如何将教学内容理论联系实际上,基本上没有跨学科的这种研究。所以本研究可算是比较有新意,如果研究取得成绩也可在全区职业高中的VFP教学中进行推广,有一定的研究价值。以牙克石市职业高中09级微机(1)班,09级微机(2)班的全体学生为被试,实验中选取09微机(1)班为实验班,09微机(2)班为控制班,两个班在总人数、性别以及初测成绩等方面都基本一致。实验前测：上学期期末VFP考试。实验班采用自编引导性材料和“先行组织者”教学策略。课前备课时,教师需要先设计好“先行组织者”材料,也称引导性材料,它应该是从学生己有的知识和新知识的联系中提炼和设计出来的。上课顺序基本如下：①呈现引导性材料,围绕该材料,对新旧知识进行探究。②出示本课要学习的新知识,并补充完善新知识,总结新规律。③综合练习,加强知识结构,并通过练习,应用新知识。控制班仍然使用指定教材和传统教学方法。课堂教学步骤为：①复习旧知识。②讲授新知识。③进行训练,巩固知识。④布置作业。后测：1、结束本章教学后,用《程序设计》单元检测题进行考试。 2、对实验班学生按成绩分为甲乙两组,进行先行组织者策略问卷调查。实验结论： 1、“先行组织者”教学策略在实验班表现出良好的实验效果,学生学习成绩有一些提升。 2、调查问卷结果显示,实验班全体学生基本肯定“先行组织者”教学策略,成绩偏低的乙组学生整体上的评价略高于甲组。全体学生对该策略在提高分析理解问题的能力上的作用和促进新旧知识的联系和保持上都持肯定态度。所有评价中,对学习之前先呈现引导性材料能够促进高效学习的评价最高。
[Abstract]:According to American educational psychologist Osubel's "advance organizer" theory, students are faced with new learning tasks if there is no concept in the original cognitive structure that can assimilate new knowledge, or the original concept is not clear and consolidated. So you need a so-called material presented before learning material, it could be a concept, a theorem, or a simple descriptive text, and you can use simple language and visual images of specific models to build bridges between new and old knowledge. Through the investigation of many teachers in the front line of teaching, it is found that the strategy of leading the organizer is used frequently and widely in the practical teaching of various subjects, but the theory is not elaborated much in the academic papers. There is still a lot of room to be studied. As far as the articles in programming language teaching are concerned, most of the papers focus on how to improve students' interest in learning, how to connect the theory of teaching content with practice, and how to improve the students' interest in learning. There is basically no interdisciplinary study, so this study can be regarded as relatively new, if the research results can also be promoted in the VFP teaching of vocational high schools in the whole region, it has certain research value. Taking all the students in the class of computer computer No. 2 of Grade 09 (Grade 1) of Yakeshi Vocational Senior Middle School as the subjects, the experiment selected Class 09 (Microcomputer 1) as the experimental class and the class No. 2) as the control class, with two classes in the total number of students. Gender and initial test results are basically the same. Pretest: last term end of VFP exam. The experimental class adopts self-compiled guiding materials and "leading organizer" teaching strategies. When preparing lessons before class, teachers need to design "leading organizer" materials, also known as guiding materials, It should be extracted and designed from the relationship between what students already have and new knowledge. The class order is basically as follows: 1 presents the guiding material. Around this material, explore the old and the new knowledge, and show the new knowledge to be learned in this class. The new knowledge should be supplemented and perfected, the new law should be summed up, the knowledge structure should be strengthened, and the new knowledge should be applied through practice. The control class still uses the assigned teaching materials and traditional teaching methods. The steps of classroom teaching are to review the old knowledge .2 to teach new knowledge .3 and consolidate the knowledge .4 to arrange assignments. Test 1, after the end of this chapter, with the "programming" unit test questions for the examination. 2. The students in the experimental class were divided into two groups according to their scores. The experimental conclusions are as follows:. 1. The teaching strategy of "advance organizer" shows good experimental effect in the experimental class, and the students' academic achievement is improved. 2. The results of the questionnaire show that all the students in the experimental class basically affirm the teaching strategy of "advance organizer". The students in group B with low scores were slightly higher than those in group A. all the students were positive about the role of the strategy in improving the ability to analyze and understand problems, and in promoting the connection and maintenance of new and old knowledge. The best evaluation is that the presentation of leading materials before learning can promote efficient learning.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：TP311.1-4;G712

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