初中信息技术课翻转课堂实证研究
发布时间：2018-10-12 14:32
【摘要】：翻转课堂(Flipped Classroom),也称“反转课堂式教学模式”,简称翻转课堂、反转课堂、颠倒课堂或颠倒教室。本研究中,翻转课堂是指教师课前准备或创建与课堂教学内容相关的自学资源(可以是视频、PPT、文稿等),上传到教学平台,学生利用课外时间对自学资源进行学习,完成自学检测,教师根据自学检测情况进行课堂任务设计,并指导开展师生、生生间的交流互动,完成综合作业的一种教学方式。翻转课堂的理论研究和实践研究在不断发展,然而在针对翻转课堂的实施与应用研究中,虽涉及了多门学科,但研究对象多是高校学生。国内也有部分学校将翻转课堂应用到义务教育阶段的初中学科教学中,但主要集中在考试学科上,很少有研究将翻转课堂与初中信息技术教学结合起来的。因此,笔者采用实证研究的手段,将翻转课堂应用到初中信息技术教学中,尝试回答两个问题:其一是翻转课堂在初中信息技术教学中的应用是否对学生的学习方式产生积极影响?其二是翻转课堂应用于初中信息技术教学中的流程是什么?在研究过程中,首先在充分分析国内外关于翻转课堂的理论和实践研究的相关文献的基础上,理清了翻转课堂的基本概念和基本实施手段,在借鉴其他翻转课堂经典模式的基础上开展教学实验,选择七年级四个水平均衡的班级开展实验活动,分为实验班和对照班两组。实验前期,通过调查问卷了解学生是否具备开展翻转课堂教学的硬件设备,对学生在信息技术学科学习的方式和习惯有所了解,并在实验后期对实验对象再次进行问卷调查和部分学生访谈,同时利用Moodle学习平台的数据进行分析,得出翻转课堂教学模式在初中信息技术课堂教学中的应用对学生学习方式能产生积极影响的结论。此外,通过具体的教学实例,尝试归纳总结出翻转课堂在初中信息技术教学中的教学流程和应用策略。通过研究与实践发现,在初中信息技术学科中应用翻转课堂教学模式开展教学活动,教学效果和学习效果都有明显的提高,学生的学习方式有了显著的变化,其自主学习和合作互助的能力和意识都有了较大提高。同时,通过具体的教学实例,总结出了翻转课堂在初中信息技术课堂中的使用流程,即利用Moodle平台和极域电子教室共同搭建学习平台开展教学活动,实现课前(自主学习)、课中(合作学习)、课后(个性化学习)三个模块组成,实现“知识传授—知识内化—知识补偿”的初中信息技术翻转课堂教学流程。
[Abstract]:Flip classroom (Flipped Classroom), is also called "reverse classroom teaching mode", which is referred to as flipping classroom, reversing classroom or reversing classroom. In this study, flipping classroom refers to teachers preparing or creating self-learning resources (such as video, PPT, manuscripts, etc.) related to classroom teaching content before class, which are uploaded to the teaching platform, and students use extracurricular time to study self-learning resources. To complete the self-study test, the teacher designs the classroom task according to the self-study test situation, and instructs the teachers and students to communicate and interact between students and students to complete a teaching method of comprehensive homework. The theoretical and practical research on flipping classroom is developing continuously. However, in the implementation and application research of flipping classroom, although there are many subjects involved, the research objects are mostly college students. There are also some schools in China that apply the flipping classroom to the junior middle school subject teaching in the compulsory education stage, but mainly focus on the examination subject, and few studies combine the flipping classroom with the junior high school information technology teaching. Therefore, the author applies the flipping classroom to the junior high school information technology teaching by the means of empirical research. Try to answer two questions: the first is whether the application of flipping classroom in junior high school information technology teaching has a positive impact on students' learning style? Second, what is the flow of flipping classroom application in junior high school information technology teaching? In the course of the research, first of all, on the basis of the analysis of the relevant literature about the theory and practice of flipping classroom at home and abroad, the basic concept and the basic implementation means of the flipping classroom are clarified. On the basis of learning from other classical models of flipping classroom, the author chooses four balanced classes in Grade 7 to carry out experimental activities, which are divided into two groups: experimental class and control class. At the beginning of the experiment, through the questionnaire to know whether the students have the hardware equipment to carry out the flipping classroom teaching, and to understand the way and habits of the students studying in the information technology subject. At the later stage of the experiment, the subjects were investigated by questionnaire and some students were interviewed again. At the same time, the data of Moodle learning platform were analyzed. The conclusion is that the application of flipping classroom teaching mode in junior high school information technology classroom teaching can have a positive impact on students' learning style. In addition, through concrete teaching examples, this paper tries to sum up the teaching flow and application strategy of flipping classroom in junior high school information technology teaching. Through the research and practice, it is found that the application of the flipping classroom teaching mode to the junior high school information technology subject to carry out teaching activities, the teaching effect and the learning effect have obviously improved, and the students' learning style has changed significantly. Its ability and consciousness of self-learning and cooperation and mutual assistance have been greatly improved. At the same time, through the specific teaching examples, summed up the use of flipping classroom in junior high school information technology classroom flow, that is, using the Moodle platform and polar electronic classroom to build a learning platform to carry out teaching activities. To realize the three modules of pre-class (autonomous learning), in-class (cooperative learning) and after-class (individualized learning), realize the "knowledge imparting-knowledge internalization-knowledge compensation" junior high school information technology flipped the classroom teaching process.
【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】：G434;G633.67
本文编号：2266479
[Abstract]:Flip classroom (Flipped Classroom), is also called "reverse classroom teaching mode", which is referred to as flipping classroom, reversing classroom or reversing classroom. In this study, flipping classroom refers to teachers preparing or creating self-learning resources (such as video, PPT, manuscripts, etc.) related to classroom teaching content before class, which are uploaded to the teaching platform, and students use extracurricular time to study self-learning resources. To complete the self-study test, the teacher designs the classroom task according to the self-study test situation, and instructs the teachers and students to communicate and interact between students and students to complete a teaching method of comprehensive homework. The theoretical and practical research on flipping classroom is developing continuously. However, in the implementation and application research of flipping classroom, although there are many subjects involved, the research objects are mostly college students. There are also some schools in China that apply the flipping classroom to the junior middle school subject teaching in the compulsory education stage, but mainly focus on the examination subject, and few studies combine the flipping classroom with the junior high school information technology teaching. Therefore, the author applies the flipping classroom to the junior high school information technology teaching by the means of empirical research. Try to answer two questions: the first is whether the application of flipping classroom in junior high school information technology teaching has a positive impact on students' learning style? Second, what is the flow of flipping classroom application in junior high school information technology teaching? In the course of the research, first of all, on the basis of the analysis of the relevant literature about the theory and practice of flipping classroom at home and abroad, the basic concept and the basic implementation means of the flipping classroom are clarified. On the basis of learning from other classical models of flipping classroom, the author chooses four balanced classes in Grade 7 to carry out experimental activities, which are divided into two groups: experimental class and control class. At the beginning of the experiment, through the questionnaire to know whether the students have the hardware equipment to carry out the flipping classroom teaching, and to understand the way and habits of the students studying in the information technology subject. At the later stage of the experiment, the subjects were investigated by questionnaire and some students were interviewed again. At the same time, the data of Moodle learning platform were analyzed. The conclusion is that the application of flipping classroom teaching mode in junior high school information technology classroom teaching can have a positive impact on students' learning style. In addition, through concrete teaching examples, this paper tries to sum up the teaching flow and application strategy of flipping classroom in junior high school information technology teaching. Through the research and practice, it is found that the application of the flipping classroom teaching mode to the junior high school information technology subject to carry out teaching activities, the teaching effect and the learning effect have obviously improved, and the students' learning style has changed significantly. Its ability and consciousness of self-learning and cooperation and mutual assistance have been greatly improved. At the same time, through the specific teaching examples, summed up the use of flipping classroom in junior high school information technology classroom flow, that is, using the Moodle platform and polar electronic classroom to build a learning platform to carry out teaching activities. To realize the three modules of pre-class (autonomous learning), in-class (cooperative learning) and after-class (individualized learning), realize the "knowledge imparting-knowledge internalization-knowledge compensation" junior high school information technology flipped the classroom teaching process.
【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】：G434;G633.67
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