基于项目学习的高中信息技术课程手机教学应用研究

发布时间：2018-03-23 16:34

本文选题：手机　切入点：项目学习　出处：《广西师范大学》2017年硕士论文

【摘要】：“手机已经成为高中生的标配”。集通讯、社交和娱乐于一身的手机逐渐成为95后使用频率最高的移动设备,因玩手机而引发的各种现象时有发生,在手机的禁与放的问题上引发了诸多的困惑……手机与其“禁”不如“引”,因势利导,把“玩”转为“用”,让学生借“机”学习,不失为一种好的学习方式。项目学习是强调学生为主的一种教学模式,学习方式从被动学习到主动学习,再转化为自主学习,由个体学习转化为合作学习,由接受学习转化为探究学习。项目学习可增加学生的参与度,增强学生的自信,改善学生的学习态度。在项目学习的理念指导下,科学、合理设计课程,让手机成为课堂教学的引导者和辅助者,或将会给教师教学带来意想不到的收获。本研究主要包括以下四个阶段:第一阶段是理论准备。在本阶段,通过大量查阅资料和相关文献,对项目学习的国内外现状、手机的使用现状和手机的教学现状等进行综述,以项目学习的理论与模式、情景认知与学习理论和活动学习理论为指导,阐释项目学习、移动学习的核心概念,在此基础上确定本次研究的目的、内容、方法和思路等。第二阶段是手机教学应用的调查。通过设计问卷调查来调查研究对象的手机使用现状、使用社交软件的主要用途、对项目主题和手机教学的态度等进行摸底调查。最终对调查结果进行分析,确定本次研究的项目主题,考量本研究的可行性。第三阶段是基于项目学习的手机教学模式与策略。本阶段主要是依据理论指导和调查结果,针对教材和研究对象,对基于项目学习的高中信息技术课堂手机教学进行设计,阐释基于项目学习的手机教学模式、教学策略、教学设计(包括具体的实施流程和结构设计)的设计。第四阶段是实践。本阶段主要是对基于项目学习的手机教学模式和教学策略检验和修正。笔者选取玉林市某中学高一年级的两个班级的学生进行教学实践,主要采用行动研究法,并结合叙事研究、问卷调查、课堂观察、访谈等研究方法进行研究。每一轮的研究都是对上一轮研究的修正,通过计划、行动、观察、反思,再计划、再行动、再观察、再反思,如此反复三轮,在教学实践过程中对基于项目学习的手机教学的手机预习情况、小组分工合作情况、手机的课堂使用情况进行课堂观察,并做好课后的访谈工作,不断对教学设计进行改进与修订,探讨适用于高中信息技术课堂教学的基于项目学习的手机教学模式。在教学实践探索中也发现了若干问题,如材料的准备策略、小组分工合作策略、手机任务设计策略、项目主题的选择、手机监管问题等,这也都是有待今后进一步深入研究问题。
[Abstract]:"Mobile phone has become the standard for high school students." the mobile phone, which integrates communication, social and entertainment, has gradually become the most frequently used mobile device since 1995, and all kinds of phenomena caused by playing with mobile phone have occurred from time to time. The problem of banning and releasing mobile phones has led to a lot of confusion. Rather than "banning", mobile phones should be "cited" and guided by the situation, turning "playing" into "using", so that students can learn from "opportunities". Project learning is a kind of teaching mode which emphasizes on students. It changes from passive learning to active learning, and then to autonomous learning, from individual learning to cooperative learning. From accepting learning to inquiry learning. Project learning can increase students' participation, enhance students' self-confidence, improve students' learning attitude. Under the guidance of the concept of project learning, the course can be designed scientifically and reasonably. This study mainly includes four stages: the first stage is theoretical preparation. Through a large number of reference materials and related documents, this paper summarizes the current situation of project learning at home and abroad, the use of mobile phones and the teaching status of mobile phones, in order to study the theory and model of the project. Under the guidance of situational cognition and learning theory and activity learning theory, this paper explains the core concepts of project learning and mobile learning, and then determines the purpose and content of this study. Methods and ideas. The second stage is the investigation of the application of mobile phone teaching. Through the design of questionnaire to investigate the status of mobile phone use, the main use of social software, Make a survey of the project theme and the attitude of mobile phone teaching, etc. Finally, analyze the results of the survey and determine the project theme of this study. Considering the feasibility of this study. The third stage is the mobile phone teaching model and strategy based on project learning. This paper designs the mobile phone teaching in high school information technology classroom based on project learning, and explains the mobile phone teaching mode and teaching strategy based on project learning. The design of teaching design (including concrete implementation process and structure design). The fourth stage is practice. This stage is mainly to examine and revise the mobile phone teaching model and teaching strategy based on project learning. The author selects Yulin city. Teaching practice is carried out by students in two classes in the first grade of a middle school. Mainly using action research method, and combining narrative research, questionnaire survey, classroom observation, interview and other research methods. Each round of research is a revision of the previous round of research, through planning, action, observation, reflection, planning, In the course of teaching practice, we will conduct classroom observation on the mobile phone preview of project-based mobile phone teaching, the situation of group division and cooperation, and the use of mobile phones in the classroom. And do well the interview work after class, constantly improve and revise the teaching design, discuss the mobile phone teaching mode which is suitable for the high school information technology classroom teaching, and find some problems in the teaching practice exploration. Such as material preparation strategy, group division strategy, mobile phone task design strategy, project theme selection, mobile phone supervision and so on, which are to be further studied in the future.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67;G434

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