概念转变视域下高中信息科技二进制单元教学效果改善研究

发布时间：2018-01-05 23:21

本文关键词：概念转变视域下高中信息科技二进制单元教学效果改善研究　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

更多相关文章： 信息科技 前概念 概念转变 CTCL

【摘要】：随着信息时代飞速的发展,学生的身边出现了各种电子设备,计算机、平板电脑、手机等已经成为学生学习、工作、娱乐必不可少的东西。经常使用计算机使同学们自己摸索认识到了计算机的常识性知识及简单的操作,然而信息科技课当中的原理性概念才是信息科技课中的重点,这些概念教学的价值就是帮助学生们完善信息科技课的结构,加深对信息科技课本质特点的理解。也正是因为经常使用计算机,学生在进入到信息科技课堂之前已经有了一定的学习起点。他们生活中的经验会给他们解释计算机的一些知识,但是这些经验也许是错误的,这些错误的学前知识会直接影响到学生之后的学习当中。所以,正式授课之前,了解学生的前概念是非常重要的。在概念转变策略领域中,“技术”的使用得到了许多研究者的青睐,尤其是教育技术的学者们。但是,如何使技术高效地运用在概念转变策略中,CTCL范式中提到“技术”的使用需要考虑文化背景视野下,学习者和学习内容的关系,这样的技术才是高效的技术。从学生出发,了解学生学习障碍,寻找最合适的技术去解除障碍,发挥技术在课堂中的最高效能。基于以上的问题,笔者选择了信息科技二进制单元的学习内容,为了了解学生有哪些前概念并通过设计有效的教学去扭转他们错误概念,笔者进行了以下的研究。第一,笔者通过对二进制单元前概念的测查,我们确定学生在该知识点上是有前概念存在的。笔者将学生的前概念分为“字面联想”、“‘位’概念偏差”、“概念模糊”和“空壳印象”等四种概念类型。第二,笔者根据学习者前概念的情况以及学习者、学习内容的特点分析,选择游戏进行概念转变教学。第三,教学实验实施,笔者选择了一个实验班和一个对照班实施教学。通过前测→实施教学→后测这三个步骤完成实验部分。测试结果得出,一、学习者在学习之前,对学习内容普遍存在着认知偏差,且每一个学习者的认知偏差又是不一样的,其成因是可分组的。二、教学中,技术使用应考虑学习者、学习内容之间的适切性。
[Abstract]:With the rapid development of the information age, the students had a variety of electronic equipment, computer, tablet computer, mobile phone has become the students' learning, work, entertainment indispensable. Often use computer to enable students to explore their own understanding to the knowledge of knowledge and simple operation of the computer, but the principle concept of information technology course which is the focus of the information technology course, structure the concept of teaching value is to help students improve the information technology course, deepen their understanding of the information technology course of the nature of understanding. It is because of frequent use of computers, the students into the classroom before the information technology has been the starting point for learning some of their lives. The experience will give them some knowledge of computer interpretation, but these experiences may be wrong, these errors will directly affect the knowledge of preschool students After learning. So, before the formal lectures, understand the concept of students is very important. In the concept transformation strategy in the field of "technology" got the favor of many researchers, especially the educational technology researchers. However, how to make efficient use of technology in concept transformation strategy, CTCL the paradigm of "technology" mentioned in the use of the need to consider the perspective of cultural background, the relationship between learners and learning content, this technology is efficient technology. Starting from the students, understanding students' learning disabilities, to find the most suitable technology to remove obstacles, the highest performance technology in the classroom. Based on the above problems. I choose the learning content of binary information technology unit, in order to understand what student before the concept and the design of effective teaching to overcome their mistakes, the author has carried on the following research, Based on the concept of binary unit measurements, we determine the student is before the concept of presence in the knowledge. The students are divided into the concept of "literal" Lenovo "," a "concept of bias", "four kinds of concept type fuzzy concept" and "shell impression" in second. According to the author, learners and learners before the concept, analysis of the characteristics of the learning contents, select the game to change the teaching concept. Third, teaching implementation, the author chose an experimental class and a control class. The implementation of the implementation of teaching, teaching through pre-test and post test of the three steps to complete the experiment. The testing results of a learner, before learning, learning content to exist cognitive bias, cognitive bias and every learner is not the same, its origin is grouped. Two, teaching, technology should be considered in learning The appropriateness between learning content.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.67

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