基于iPad的数学课堂教学模式探究及案例分析

发布时间：2018-04-03 08:42

本文选题：iPad教学　切入点：信息技术　出处：《华中师范大学》2017年硕士论文

【摘要】：随着信息技术的快速发展及电子设备的不断更新换代,如何利用这些新技术、新产品更好地进行教学受到了广泛的关注。曾经被学生当作游戏工具的iPad,如今也走进课堂,作为教学的辅助工具,为课堂带来了更多的可能。其本身所具有的交互功能,以及所兼容的各类APP,能够更好地满足我们的课堂教学需求,并对传统课堂中的学习资源匮乏、教学方式落后、学生缺乏个性化的学习指导等问题进行改善。在互联网+教育发展的大背景下,基于iPad的数学课堂教学有着广阔的发展空间,其在教学方面所呈现出来的优势,也获得了广大一线教师及学生、家长的认可。而目前,国内对iPad参与课堂教学的研究大多将重点放在了其对课堂教学的优势上,对课堂教学模式的研究则较为少见。特别是针对某一特定学科基于iPad教学模式的研究不足,以致出现部分教师在课堂教学中对iPad的滥用、iPad的价值无法得到最大化的体现等问题。基于这一点,本文通过阅读文献,以及对教学案例的观察、分析,对基于iPad的数学课堂教学模式进行了探究。在阅读文献了解国外iPad教学模式的基础上,本文参考了山东省昌乐一中翻转课堂教学模式,及深圳市坪山实验学校小组自主合作学习模式,通过对其各自的教学环节及优势进行分析,并结合自身的教学实践,整合提出了基于iPad的数学课堂教学模式。基于iPad的数学课堂教学模式从iPad所具有的优势出发,将数学教学分为课前自主学习、课中交流提升、课后评价测学三个环节。其中,课前学生要在学习平台进行自学,了解概念性的基础数学知识;课堂上,学生借助iPad进行操作探究,经历数学知识的形成过程,并通过论坛进行交流互动;课后学生则要完成在线测试,及时解决易错点。对基于iPad的数学课堂教学模式的行动研究包含了三个阶段,即实验前期准备阶段,实验初步实施阶段以及调研完善阶段。本文对实施该教学模式过程中教师的备课、学生的课前自学、课堂教学中的探究和交流、课堂检测和评价的实施进行了具体的阐述。从案例分析及对实验班级和非实验班班级的对比分析中,得出了基于iPad的数学课堂教学模式有助于学生主体地位的体现,使数学教学更具直观性和情境性以及在线练习的实时反馈几大优势。为教师利用iPad进行数学教学提供了参考,一定程度上推动了 iPad在数学教学中的应用和发展。
[Abstract]:With the rapid development of information technology and the continuous upgrading of electronic equipment, how to make use of these new technologies, new products better teaching has been widely concerned.The iPad, once used by students as a game tool, has come into the classroom as an auxiliary tool for teaching, bringing more possibilities to the classroom.Its interactive functions and compatible APPs can better meet our classroom teaching needs, and the traditional classroom learning resources are scarce and teaching methods lag behind.Students lack of personalized learning guidance and other issues to improve.Under the background of the development of Internet education, the mathematics classroom teaching based on iPad has broad development space, and its advantages in teaching have been recognized by teachers, students and parents.At present, most of the researches on iPad participation in classroom teaching focus on the advantages of classroom teaching, while the research on classroom teaching model is relatively rare.Especially, the research on a particular subject based on iPad teaching mode is not enough, so that some teachers' abuse of iPad in classroom teaching cannot be maximized and so on.Based on this, this paper probes into the mathematics classroom teaching mode based on iPad by reading the literature, observing and analyzing the teaching cases.On the basis of reading the literature to understand the foreign iPad teaching model, this paper refers to the reverse classroom teaching model of Changle No. 1 Middle School in Shandong Province, and the independent cooperative learning model of the group in Pingshan Experimental School of Shenzhen City.By analyzing their respective teaching links and advantages and combining their own teaching practice, this paper puts forward a mathematics classroom teaching model based on iPad.According to the advantages of iPad, the mathematics teaching model based on iPad is divided into three parts: self-study before class, promotion of communication in class, and evaluation of measurement after class.Among them, the students should self-study in the learning platform before class to understand the conceptual basic mathematics knowledge; in class, the students use iPad to carry on the operation inquiry, experience the forming process of the mathematics knowledge, and communicate and interact through the forum.After class, students should complete the online test and solve the error-prone points in time.The research on the action of mathematics classroom teaching model based on iPad includes three stages, namely, the preparatory stage of the experiment, the preliminary implementation stage of the experiment and the stage of investigation and perfection.In this paper, teachers' preparation for lessons, students' self-study before class, inquiry and communication in classroom teaching, and the implementation of classroom inspection and evaluation in the course of implementing this teaching model are expounded in detail.From the case analysis and the comparative analysis of the experimental class and the non-experimental class, it is concluded that the mathematics classroom teaching model based on iPad is helpful to reflect the students' main position.Make mathematics teaching more intuitive, situational and online practice of real-time feedback several advantages.It provides a reference for teachers to use iPad in mathematics teaching and promotes the application and development of iPad in mathematics teaching to some extent.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.6

【参考文献】