任务驱动法在初中信息技术教学中应用的策略研究

发布时间：2018-05-31 11:33

本文选题：任务驱动法 + 初中信息技术　；参考：《河北科技师范学院》2017年硕士论文

【摘要】：新课程改革理念,强调以培养学生的实践能力和创造性思维为核心。《中小学信息技术课程指导纲要(试行)》提出了信息技术课程应该让学生在完成任务的过程中锻炼知识与技能,培养学生分析问题、解决问题的能力。由此可见,“任务”在信息技术教学中发挥着重要的作用。因此,任务驱动法在信息技术教学中被广泛应用。任务驱动法以建构主义理论为指导,有利于培养学生自主探究、合作交流和信息技术创新的能力,提升学生的信息化素养。笔者在初中信息技术课程调研中发现,教师虽然采用了任务驱动法进行教学,也按照任务驱动法的环节进行,但是其教学效果较传统教学方式并没有突出改善,仍然存在着不足之处。因此,本研究对任务驱动法相关理论进行了研究,通过学生问卷调查、教师访谈和课堂观察及已有调查结果分析出初中信息技术教师将任务驱动法应用于教学实践时,存在教学情境创设偏向模式化、教学评价缺乏形成性和发展性、任务设计缺乏开放性等问题。基于这些问题,本研究设计了任务驱动法的教学过程实施模型和评价量规表,并结合该模型和量规表提出了优化情境创设、教学评价方式多元化、合理设计教学任务等策略和建议,希望能给初中信息技术老师提供参考,切实解决老师在信息技术教学中存在的问题,从而改善任务驱动法在初中信息技术课程中应用的教学效果,提高课堂教学效率。
[Abstract]:The concept of new curriculum reform, It is emphasized that the core is to cultivate students' practical ability and creative thinking. The outline of Information Technology Curriculum guidance for Primary and Middle Schools (try out) puts forward that the information technology curriculum should allow students to exercise their knowledge and skills in the process of accomplishing their tasks. Develop students' ability to analyze and solve problems. Thus, the task plays an important role in the teaching of information technology. Therefore, task-driven method is widely used in information technology teaching. The task-driven approach is guided by constructivism theory, which is helpful to cultivate students' ability of independent inquiry, cooperative communication and information technology innovation, and to enhance students' information literacy. In the investigation of information technology curriculum in junior high school, the author finds that although teachers adopt the task-driven method to teach and follow the task-driven method, the teaching effect has not been improved significantly compared with the traditional teaching method. There are still shortcomings. Therefore, this study has carried on the research to the task-driven method correlation theory, through the student questionnaire survey, the teacher interview and the classroom observation and the existing survey result analysis when the junior high school information technology teacher applies the task-driven method to the teaching practice. There are some problems in teaching situation creation, such as lack of formative and developmental nature of teaching evaluation, lack of openness in task design and so on. Based on these problems, this study designed a task-driven teaching process implementation model and evaluation gauge table, combined with the model and gauge table proposed the optimization of the creation of situations, teaching evaluation of a variety of ways. It is hoped that the rational design of teaching tasks and other strategies and suggestions can provide a reference for IT teachers in junior high schools and effectively solve the problems existing in IT teaching by teachers. In order to improve the teaching effect of task-driven method in junior high school information technology curriculum, improve the efficiency of classroom teaching.
【学位授予单位】：河北科技师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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