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中学信息技术课程中研究性学习的评价研究

发布时间:2018-02-25 01:00

  本文关键词: 研究性学习 信息技术课程 中学教学 教学评价 出处:《山东师范大学》2012年硕士论文 论文类型:学位论文


【摘要】:随着课堂改革的逐步深入,研究性学习已经走进了信息技术的课堂。它是一种积极主动的学习方式,强调学生的自主学习、主动探究、亲身体验和合作交流,注重学生实践能力和创新精神的培养。研究性学习的特殊性决定了传统的评价方式并不适用于研究性学习评价,使得研究性学习的评价具有不可忽视的重要意义。其评价方式和结论是否恰当直接影响到研究性学习计划能否正确顺利实施以及研究性学习目标能否顺利实现。评价作为信息技术课程研究性学习过程中的不可忽视的重要一环,应该以学生的长期发展为导向,充分发挥评价的激励、监督和诊断的教育功能,结合现代教学评价依据的主要理论——建构主义思想、多元智能理论和发展性评价理论,以及中学信息技术课程的特点和新课程标准的评价建议,并在正确评价观的有效指导下,,突出信息技术研究性学习的特点,按照更全面的思路来考虑有效评价的策略问题。 本文通过查询有关教育评价、信息技术研究性学习、研究性学习评价研究的相关书籍、期刊和网上资料,分析国内外在信息技术研究性学习评价研究上的进展,积极寻求支持本研究的理论与经验做法。考虑到实际情况的复杂性及课题研究的可推广性,本研究初期先对济南五中的300多名学生和5位信息技术教师做了调查。针对调研结果,结合实际,研究构建了信息技术研究性学习的评价体系,并在济南五中64级1班和2班实施了教学实验,得出结论,以便更好地改进教学和指导本课题的后续研究工作。 本文共分六章。第一章对课题研究的大体来源,方向,思路,目的和意义做了简单阐述;第二章对研究性学习评价发展以及中学信息技术课程的评价的历史发展与现状进行了深入的调研与分析,并对现有信息技术教学学生评价进行反思和再认识。第三章阐述了信息技术研究性学习评价的理论支撑——建构主义学习理论、发展性评价理论和多元智力理论评价观。第四章是在结合前三章的内容、评价要素分析和评价标准的基础上提出信息技术研究学习评价策略,包括基于课堂的评价和基于课题的评价两方面的具体实施过程、学习评价结果的处理方法及反馈方式等。第五章则结合信息技术课程中的“网页制作”这一模块知识开展研究性学习,并进行评价策略的实施,统计分析了评价结果。第六章对整个研究取得的成果进行总结,对研究存在的问题进行分析,并提出了下一步的研究计划。
[Abstract]:With the gradual deepening of classroom reform, research-based learning has entered the information technology classroom. It is a positive and active way of learning, emphasizing students' autonomous learning, active inquiry, personal experience and cooperative communication. Focusing on the cultivation of students' practical ability and innovative spirit, the particularity of research-based learning determines that the traditional evaluation method is not suitable for the evaluation of research-based learning. The evaluation of inquiry learning is of great significance, and whether the evaluation methods and conclusions are appropriate or not has a direct impact on the correct and smooth implementation of the inquiry learning plan and the smooth realization of the research learning goal. As an important part of the research learning process of information technology curriculum, evaluation can not be ignored. It should be guided by the long-term development of students, give full play to the educational functions of evaluation, supervision and diagnosis, and combine with the main theories of modern teaching evaluation-constructivism, multiple intelligences and developmental evaluation. The characteristics of information technology curriculum in middle school and the evaluation suggestions of the new curriculum standard, and under the effective guidance of the correct evaluation view, the characteristics of information technology research learning are highlighted, and the strategy of effective evaluation is considered according to a more comprehensive way of thinking. This paper analyzes the progress in the research of information technology inquiry learning evaluation at home and abroad by consulting relevant books, periodicals and online materials on educational evaluation, information technology inquiry learning, inquiry learning evaluation and research. Actively seeking to support the theories and practices of this study, taking into account the complexity of the actual situation and the extensibility of the subject study, At the beginning of this study, more than 300 students and 5 IT teachers in Jinan No. 5 Middle School were investigated. The teaching experiment was carried out in Class 1 and Class 2 of Grade 64 of Jinan five Middle School, and the conclusion was drawn in order to improve the teaching and guide the follow-up research work of this subject. This paper is divided into six chapters. The first chapter gives a brief description of the origin, direction, train of thought, purpose and significance of the research. The second chapter has carried on the thorough investigation and the analysis to the research study appraisal development and the middle school information technology curriculum appraisal history development and the present situation. The third chapter expounds the theoretical support of information technology research-based learning evaluation-constructivism learning theory. Chapter 4th puts forward the learning evaluation strategy of information technology research on the basis of the content of the first three chapters, the analysis of the evaluation elements and the evaluation criteria. Including classroom based evaluation and subject based evaluation of the two aspects of the specific implementation process, Chapter 5th combines the knowledge of "web page making" in the course of information technology to carry out research study, and carry out the implementation of evaluation strategy. Chapter 6th summarizes the results of the whole research, analyzes the problems existing in the research, and puts forward the next research plan.
【学位授予单位】:山东师范大学
【学位级别】:硕士
【学位授予年份】:2012
【分类号】:G434

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