项目学习模式在初中信息技术课堂中的教学效果研究

发布时间：2018-03-28 02:22

本文选题：项目学习　切入点：信息技术教育　出处：《华中师范大学》2016年硕士论文

【摘要】：随着世界信息技术飞速发展,知识更新速度在信息通信技术的作用下不断加速,联合国教科文组织的一项研究显示：知识更新周期从18世纪的80-90年骤减为21世纪的2-3年。这不仅给传统经济带来了巨大冲击,也推动着互联网经济快速崛起及飞速发展,促进社会对人才需求的转变。在我国,信息技术进入基础教育只有十余年,学科教育尚处在艰苦的探索阶段,如何提高信息技术课堂教学效果是广大信息技术教师必然面临的一大难题。项目学习于2000年传入我国,逐渐得到我国教育工作者的重视。十多年来,国内关于项目学习的理论趋向成熟,教学实践也取得了一定的成效。然而通过对相关文献的梳理可知,项目学习在基础教育尤其是在信息技术学科教学方面的相关实践匮乏。笔者在实习期间,代信息技术教师职务,在课堂教学过程中发现,学生学习积极性不高,着手寻找有效改善现状的途径。结合项目学习的特点,笔者试图运用该模式,提高学生学习积极性。为了最大程度发挥项目学习的优势,笔者通过查阅海内外相关文献,了解项目学习相关理论基础和实践经验,并结合信息技术学科课程标准,判断项目学习运用于初中信息技术课堂教学中的必要性与可行性。在教学设计阶段,笔者设计了学生学习兴趣问卷调查表统计分析学生学习兴趣,确定项目主题。同时根据教学大纲要求,确定教学目标、学习内容和课时安排；明确学生学习任务和教师教学任务；设计教学过程。为了验证项目学习在信息技术课堂中的教学效果,笔者设计了学习评价量表,采用形成性评价和总结性评价相结合的形式,评价主体包括学生自身、本组成员、其他小组成员和教师。另外,笔者选择了常规教学模式的对照班级进行对比分析。笔者选择了华中师范大学第一附属中学八年级四个班级实施教学,并在教育实习期间收集实验数据。通过评价量表统计结果对实验组和对照组学生学习过程中的表现和学习成果进行分析,得出结论,验证假设。该实验证明了项目学习在初中信息技术课堂教学中应用的可行性和有效性,为项目学习在信息技术课堂教学中推广实施奠定一定的基础。通过统计分析,本实验得出以下结论：1、项目学习是促进学生综合能力提升的有效教学模式。2、项目学习只是日常教学的一个环节。3、有必要探究项目学习与传统教学模式的融合。
[Abstract]:With the rapid development of information technology in the world, the speed of knowledge renewal is accelerating under the action of information and communication technology. A UNESCO study shows that the cycle of knowledge renewal has plummeted from 80-90 years in the 18th century to 2-3 years in the 21st century. This has not only brought a huge impact on the traditional economy, but also promoted the rapid rise and rapid development of the Internet economy. In our country, information technology has entered basic education for only more than a decade, and subject education is still in a difficult stage of exploration. How to improve the effect of information technology classroom teaching is an inevitable problem for information technology teachers. Project learning was introduced into our country in 2000, and gradually gained the attention of educators in our country. The theory of project learning in China tends to be mature, and the teaching practice has made some achievements. However, by combing the relevant literature, we can see, The practice of project learning in basic education, especially in the field of information technology teaching is scarce. During the practice period, the author took the position of information technology teacher and found that the enthusiasm of students was not high in the course of classroom teaching. In order to give full play to the advantages of project learning, the author tries to use this model to improve the enthusiasm of students. In order to give full play to the advantages of project learning, the author consults the relevant literature at home and abroad. To understand the theoretical basis and practical experience of project learning, and to judge the necessity and feasibility of applying project learning to the information technology classroom teaching in junior high school by combining with the curriculum standards of information technology. The author designed the questionnaire of students' learning interest to analyze the students' interest and determine the subject of the project. At the same time, according to the requirements of the syllabus, the author determined the teaching goal, the learning content and the schedule of the class. In order to verify the teaching effect of project learning in the information technology classroom, the author designed the learning evaluation scale, which combines formative evaluation and summative evaluation, in order to clarify the students' learning tasks and teachers' teaching tasks, to design the teaching process, and to verify the teaching effect of the project learning in the information technology classroom. The evaluation subjects include students themselves, members of the group, other team members and teachers. The author chooses the conventional teaching model to carry on the contrast analysis. The author chooses four classes of the eighth grade of the first affiliated middle school of Huazhong normal University to carry out the teaching. Through the statistical results of the evaluation scale, the performance and learning results of the students in the experimental group and the control group are analyzed, and the conclusion is drawn. The experiment proves the feasibility and effectiveness of the application of project learning in IT classroom teaching in junior high school, and lays a certain foundation for the popularization and implementation of project learning in IT classroom teaching. This experiment draws the following conclusion: 1. Project learning is an effective teaching mode to promote students' comprehensive ability, and project learning is only a link in daily teaching. It is necessary to explore the integration of project learning and traditional teaching mode.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.67

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