初中信息技术课程研究性学习模式构建与实践

发布时间：2018-11-17 15:01

【摘要】：随着时代的发展,国际社会对创新人才的需求越来越大。习近平总书记说,人才是创新的根基,创新驱动实质上是人才驱动。我国也一直在探索创新型人才的培养模式,因此,研究性学习这个话题一直受到国内外专家学者的追捧。研究性学习不仅可以锻炼学生的创新思维和实践能力,而且能够培养学生的合作精神,提高学生搜集信息、处理信息的能力,促进学生全面发展,使学生树立终身学习的理念。科学技术的迅猛发展,也让“信息技术”这个词变得耳熟能详,学校和学生家庭信息装备水平的不断提高,学生掌握和应用信息技术的能力也在不断增强。令人遗憾的是,在信息技术日益受到重视的背景下,教学内容陈旧,课程设置过于僵化,教学模式墨守成规,这些都是中小学信息技术教育课程面临的问题。学校的信息技术教育课程已经远远不能满足学生的要求,社会上甚至出现了停止开设信息技术课程的声音。但是另一方面,各种新技术、新软件和新方法的不断涌现,让学生们非常渴望了解和认识这些新技术。因此,本文希望通过对研究性学习模式的研究,试图打造新型的信息技术课堂,并对中小学信息技术课程的改革提出一己之见。本文综合运用了文献研究法、问卷调查法、实践探索法、实践研究法等开展研究,本文所做的主要工作如下：1.介绍了研究问题提出的背景,国内外研究现状,阐述了课题研究的目的和意义。2.详细阐述了研究性学习的内涵、基本特征及理论依据,提出新的见解。并对研究性学习中的师生关系和评价机制进行了分析。3.结合对当前初中信息技术课的特点和教学现状的分析,说明了在信息技术课程中开展研究性学习的必要性,同时提出在信息技术课中实施研究性学习的条件和原则,为在信息技术课中有效地实施研究性学习提供切实保障。4.对我国传统的教学模式进行剖析,分析其中存在的弊病与不足。然后结合信息技术课程的特点及优势,构建了四种适应时代发展和教学现状的研究性学习模式,并在大丰市白驹镇第二中学初二学生中实施进行了实践教学。同时,对案例的实施情况进行了详细分析,力争从理论与实践两个方面对初中信息技术课程的研究性学习模式进行全面探索。5.本文通过实验班、对照班的对比实验,用SPSS软件分析实验结果,验证了研究性学习模式在初中信息技术课程教学中的可行性与有效性,得出了本课题的主要结论。最后对研究中的不足之处进行总结和反思,并对初中信息技术课程研究性学习模式的后续研究提出了建议。本论文最大的创新之处在于,对3种在国内广泛使用的研究性学习模式进行新的补充,并对现在风靡全球的“翻转课堂”研究性学习模式提出自己的想法和见解,并在信息技术课程中进行了实践,希望能对目前我国的“翻转课堂”研究性学习模式的探索起到抛砖引玉的作用。
[Abstract]:With the development of the times, the international community needs more and more innovative talents. Xi Jinping said that talent is the foundation of innovation, innovation drive is essentially talent-driven. China has also been exploring the mode of training innovative talents, so the topic of research learning has been sought after by experts and scholars at home and abroad. Research learning can not only train students' innovative thinking and practical ability, but also cultivate students' spirit of cooperation, improve students' ability to collect information and deal with information, promote students' all-round development and make students set up the concept of lifelong learning. With the rapid development of science and technology, the word "information technology" has become familiar, the level of information equipment in schools and students' families has been improved, and the ability of students to master and apply information technology has also been enhanced. It is regrettable that under the background of information technology being paid more and more attention, the teaching content is old, the curriculum is too rigid, and the teaching mode is conformable. These are the problems faced by the information technology education curriculum in primary and secondary schools. The school information technology education curriculum has been far from meeting the requirements of the students, and the society has even stopped offering information technology courses. But on the other hand, the continuous emergence of new technologies, new software and new methods makes students eager to understand and understand these new technologies. Therefore, this paper hopes to try to create a new information technology classroom through the research of the research learning model, and to put forward some opinions on the reform of the information technology curriculum in primary and secondary schools. This article synthetically uses the literature research method, the questionnaire survey method, the practice exploration method, the practice research method and so on. The main work of this paper is as follows: 1. This paper introduces the background of the research problem, the present situation of the research at home and abroad, and expounds the purpose and significance of the research. 2. This paper expounds in detail the connotation, basic characteristics and theoretical basis of research-based learning, and puts forward new opinions. At the same time, the relationship between teachers and students and the evaluation mechanism in inquiry learning are analyzed. 3. Based on the analysis of the characteristics of the information technology course in junior high school and the present teaching situation, this paper explains the necessity of carrying out the research study in the information technology course, and puts forward the conditions and principles of carrying out the research study in the information technology course. For the effective implementation of information technology in the study of learning to provide a practical guarantee. 4. This paper analyzes the traditional teaching mode of our country, and analyzes its shortcomings and shortcomings. Then combined with the characteristics and advantages of the information technology curriculum, four kinds of research-oriented learning models adapted to the development of the times and the present teaching situation were constructed, and the practice teaching was carried out among the second middle school students in Baijuzhen, Dafeng City. At the same time, this paper makes a detailed analysis of the implementation of the case, and tries to explore the research-oriented learning model of IT courses in junior high school from the two aspects of theory and practice. Through the comparative experiment of the experimental class and the control class, and the analysis of the experimental results with SPSS software, this paper verifies the feasibility and effectiveness of the research learning model in the junior high school information technology course teaching, and draws the main conclusions of this subject. Finally, this paper summarizes and reflects on the shortcomings of the research, and puts forward some suggestions for the follow-up research on the research learning model of information technology curriculum in junior high school. The biggest innovation of this paper is to supplement the three widely used research learning models in China, and put forward their own ideas and opinions to the "flip classroom" research learning model, which is popular all over the world. In the course of information technology, it is hoped that the exploration of the "flip classroom" research learning mode in our country will serve as a starting point.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67

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