先行组织者策略在通用技术课程教学中的应用研究

发布时间：2018-01-05 05:25

本文关键词：先行组织者策略在通用技术课程教学中的应用研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：先行组织者策略是美国教育心理学家奥苏贝尔首次提出的一个概念,它主要是用于在学生头脑中已有的知识和即将要学习的新知识之问架起一座桥梁,促进学生对新知识的理解,保持和迁移。自先行组织者策略这个概念提出以来,关于先行组织者策略在教育教学中的应用研究层出不穷。但是,关于此策略在高中通用技术课程教学中的研究还比较少。因此本文在这种研究现状的基础之上,将重点放在了先行组织者策略在高中通用技术课程教学中的应用情况进行相关研究。已经有很多研究者经过大量的理论和实践研究证实了在课堂中适当地运用先行组织者策略对学生的学习有一定的促进作用,但是因为先行组织者策略种类繁多,呈现形式更是多种多样,选取不同的先行组织者策略对学生的学习存在着不同程度的影响。本研究通过初测选择了各方面背景情况基本相同的两个班级,分别作为实验班和对照班,然后在实验班编制适当的先行组织者策略进行通用技术教学,在对照班采用传统讲授教学法进行教学,接着对两个班进行即时测试和延时测试,最后使用SPSS Statistic17.0软件对两个班的测试成绩进行分析。得出了如下结论：首先,先行组织者教学策略能够促进高中学生知识的习得与保持,这在某种程度上证实了奥苏贝尔“先行组织者”教学策略能够促进学习者有意义学习效果的观点,为高中通用技术课程教学中使用先行组织者策略提供了依据。其次,先行组织者教学策略可以促进不同程度学生的学习,尤其是学习程度较低的学生的学习。但是在保持效果上,学习程度较低的学生的保持效果不是很理想,这与奥苏贝尔的理论有点差异。再次,先行组织者教学策略对学生的影响与性别没有显著相关性。最后,先行组织者策略对高中通用技术课程中有关“设计的一般过程”中“设计中的人机关系”的概念,以及“发现问题”方面的内容对学生的学习和保持有比较显著的促进作用。
[Abstract]:The strategy of leading the organizer is the first concept put forward by American educational psychologist Osubel. It is mainly used to build a bridge between the existing knowledge in the students' minds and the new knowledge to be learned. Since the concept of advance organizer strategy has been put forward, the research on the application of advance organizer strategy in education and teaching has emerged one after another. There are few researches on this strategy in the teaching of general technology course in senior high school. Therefore, this paper is based on the current situation of this kind of research. The emphasis is put on the application of the advance organizer strategy in the teaching of general technology courses in senior high school. Many researchers have confirmed the proper application of the strategy in the classroom through a large number of theoretical and practical studies. The strategy of bank organizer can promote students' learning to some extent. However, due to the wide variety of strategies of the leading organizer, the forms of presentation are more and more diverse. Choosing different strategies of advance organizer has different influence on the students' learning. This study selected two classes with the same background through the initial test as the experimental class and the control class. Then in the experimental class the appropriate advance organizer strategy for general technical teaching, in the control class using the traditional teaching method for teaching, and then two classes of real-time test and delay test. Finally, SPSS Statistic17.0 software is used to analyze the test results of the two classes. The conclusions are as follows: first. The teaching strategy of leading organizer can promote the acquisition and maintenance of high school students' knowledge, which proves to some extent that Ausubel's "leading organizer" teaching strategy can promote learners' meaningful learning effect. It provides the basis for the use of the strategy of leading organizer in the teaching of general technology course in senior high school. Secondly, the teaching strategy of leading organizer can promote the learning of students at different levels. Especially for the students with low learning level. But the retention effect of the students with low learning level is not very ideal, which is a little different from Ausubel's theory. Again. There is no significant correlation between the influence of the teaching strategy of the leading organizer on the students and the gender. Finally. The concept of "man-machine relationship in design" in "general process of design" in the curriculum of general technology in senior high school by the strategy of advance organizer. And the content of problem-finding has a significant effect on students' learning and maintenance.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.94

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