翻转课堂下初中生学习自主性研究

发布时间：2018-04-19 20:13

本文选题：学习自主性 + 翻转课堂　；参考：《华东师范大学》2017年硕士论文

【摘要】：随着信息技术在教育领域的渗透与发展,翻转课堂应运而生,并于2011年在我国开始推广实施。翻转课堂作为一种新型的教学模式,由于教师教学方式与学生学习方式的转变,更加强调了学生的学习自主性。本研究调查发现,翻转课堂教学模式虽在提升学生学习自主性方面得到了教师的赞同与认可,但班级中学习自主性较高的学生人数占班级总学生人数的比例并不高,一定程度上也影响着翻转课堂教学的质量。本研究在已有理论和实证研究的基础上,选取初中生作为研究对象,聚焦翻转课堂教学模式,对学习自主性进行了调查研究。本研究将学习自主性划分为四个评价维度,即学习动机、学习规划、学习环境、学习反思。学习动机是学生学习过程中的自我认识阶段,学习规划是自我选择阶段,学习环境是自我支持条件,学习反思是自我审视检验。其中,学习动机具体包括内部动机和外部动机;学习规划包括学习目标、学习方法和学习时间;学习环境包括物质环境和人际环境;学习反思包括学习毅力、学习总结和学习评价。本研究主要通过采用文献研究法、问卷调查法与访谈调查法,从每个维度依次展开,对翻转课堂下初中生的学习自主性进行了全面的分析。调查结果显示:第一,在学习动机维度,内部动机可总结为兴趣与需要、满足与成就两类,且课前学习活动中兴趣与需要动机占更大比例,而课上与课后学习活动中满足与成就动机占更大比例;外部动机所占比例较小,主要来自老师规定、父母要求和同伴竞争。第二,在学习规划维度,学习目标的整体制定情况较好,且课前侧重于了解自身情况而制定学习目标,课上侧重于明晰学习重点而制定学习目标,课后侧重于拓展学习兴趣而制定学习目标;学习方法的选取包括按照老师要求和根据个人喜好,且根据个人喜好所占比例更大;学习时间的管理分配情况整体较好。第三,在学习环境维度,物质环境可归纳为外界干扰、视频质量、网络游戏和网络速度,且受网络速度的影响更大;人际环境主要包括学生与老师、学生与父母以及学生与学生,且学生在学习活动中遇到困难时更倾向于选择向老师寻求帮助。第四,在学习反思维度,学习毅力具体包括面临干扰时、缺少监督时以及遇到困难时能否坚持学习,且课上面临干扰时的学习毅力高于课前与课后,课后缺少监督时的学习毅力高于课前与课上,课上遇到困难时的学习毅力高于课前与课后;学习总结上,课后学生学习总结情况更好;学习评价上,课后学生学习评价情况更好。结合调查结果,本研究提出了初中生学习自主性的培养建议,分别是:第一,在学校层面,配备软件和硬件设施,保证学习支持条件;完善相配套评价机制,重视自主学习能力。第二,在教师层面,精心制作教学微视频,激发学生学习兴趣;分层设计学习任务单,尊重学生个体差异;巧妙引导合作与互助,发挥榜样带头作用。第三,在家长层面,利用网络工具与媒介,加强与教师的交流;发展孩子兴趣与爱好,减少课外学习负担。
[Abstract]:With the infiltration and development of information technology in the field of education, flipped classes came into being and began to be implemented in China in 2011. As a new type of teaching mode, flipped class as a new teaching model emphasizes the autonomy of students because of the change of teachers' teaching methods and students' learning methods. Although the model has been approved and approved by teachers in improving students' learning autonomy, the proportion of students with higher learner autonomy in the class is not high, to a certain extent, it also affects the quality of the overturned classroom teaching. The research object, focusing on the overturning classroom teaching model, investigates the autonomy of learning. This study divides the learning autonomy into four evaluation dimensions, namely, learning motivation, learning planning, learning environment, and learning reflection. Learning motivation is the self recognition stage in the course of students' learning, learning planning is the stage of self selection, and the learning environment is a learning environment. It is self support condition, learning reflection is self-examination. Among them, learning motivation includes internal motivation and external motivation; learning planning includes learning goals, learning methods and learning time; learning environment includes material environment and interpersonal environment; learning introspection includes learning perseverance, learning summary and learning evaluation. By using the method of literature study, questionnaire survey and interview survey method, this paper carries out a comprehensive analysis of the learning autonomy of junior middle school students in the overturned class. The results show that: first, the internal motivation can be summed up as two categories of interest and need, satisfaction and achievement, and interest in pre class learning activities. There is a greater proportion of motivation and motivation. The proportion of satisfaction and achievement motivation is greater in class and after class. The proportion of external motivation is smaller, mainly from teachers, parents and peers. Second, in the dimension of learning planning, the overall formulation of learning goals is better, and it is focused on understanding the situation before class. Learning goals, focusing on clear learning focus and setting learning goals in class, focusing on developing learning interests and making learning goals after class. The selection of learning methods includes the teachers' requirements and personal preferences, and the proportion of individual preferences is greater; the management distribution of learning time is better. Third, in the learning environment. Dimension, the material environment can be summed up as external interference, video quality, network game and network speed, and greatly influenced by the speed of the network. The interpersonal environment mainly includes students and teachers, students and parents, students and students, and students are more inclined to seek help to teachers when they encounter difficulties in learning activities. Fourth, in the learning counter. The degree of thinking, learning perseverance, including the lack of supervision, and the difficulty of persevering in learning when confronted with the interference, the learning perseverance in the course of interference, is higher than that before and after class, and the learning perseverance in the absence of supervision after class is higher than that before and after class. After class, the students' learning summary is better. On the study evaluation, the students' learning evaluation is better after class. Combined with the results of the investigation, this study puts forward the training proposals for the autonomy of junior high school students. First, at the school level, it is equipped with software and hardware facilities to ensure the learning support conditions, perfect the matching evaluation mechanism, and attach importance to autonomous learning. Ability. Second, at the teacher level, meticulously making teaching micro video, stimulating students' interest in learning, designing study task sheets, respecting students' individual differences, guiding cooperation and mutual assistance and giving full play to the role of example. Third, on the parent level, using network tools and media, strengthening communication with teachers, developing children's interests and hobbies, and reducing The burden of extracurricular learning.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G632.4

【参考文献】