基于雨课堂的初中信息技术课导学案教学研究
发布时间：2018-07-24 08:00
【摘要】：从2001年《国家基础教育课程改革纲要(试行)》,到2010年5月,《国家中长期教育改革和发展规划纲要(2010—2020年)》,再到2016年《中国学生发展核心素养》,我国教育改革浪潮迭起,经历了课程改革、教学改革、课堂改革后,迎来有效课堂、高效课堂。导学案是高效课堂的产物,导学案教学改变传统教学的弊端,提高教学质量是行之有效的高效课堂模式。尝试依托雨课堂将导学案应用于初中信息技术课堂中,改进传统导学案,改进信息技术教学。本研究主要有四部分内容,具体内容如下:第一部分是绪论、核心概念与理论基础。采用文献调查法,对导学案、雨课堂应用于教学研究的现状进行综述,以建构主义学习理论、发现学习理论、学习金字塔理论为指导,阐释导学案、雨课堂、基于雨课堂的导学案核心概念。第二部分是问卷调查,通过问卷对学生持有相关硬件设备的情况、学生掌握相关软件的情况进行摸底调查,考量本研究的可行性。通过问卷二调查中学生信息技术课学习情况,了解学生自主学习、小组协作学习的能力,与同学老师交流互动的诉求。第三部分是基于雨课堂的初中信息技术课导学案设计,依据理论指导和调查的结果,对基于雨课堂的初中信息课导学案进行设计,阐述基于雨课堂的导学案优点、导学案设计要素、雨课堂操作程序、基于雨课堂的导学案教学流程及策略。第四部分是实践,对基于雨课堂的初中信息技术课导学案教学的方案设计进行实践检验和修正。以南宁市某附属中学七年级8班、11班、13班的学生为实践对象,根据方案指导教学设计,由笔者担任教师的角色进行教学实践。本研究进行三轮教学实践研究,每一轮研究都以前一轮实践为依据。对学生基于雨课堂的导学案课前预习情况进行监看、智能分析数据,对基于雨课堂的导学案教学课堂情况进行观察和反思,在此基础上对方案进行完善与发展,然后进行第二轮、第三轮教学实践,达到完善基于雨课堂的初中信息技术导学案教学方案设计的目标。本研究得出如下结论:基于雨课堂的导学案教学设计要素包括:一是导学案(学习内容、学情调查、学习目标、学习重难点、知识链接、学法指导、学习过程);二是教学设计(教材内容分析、教学目标、教学重难点、学习者特征分析、教学方法、教学环境及资源准备、教学过程);三是观察与评价(课堂观察记录表、课堂观察量表、小组观察记录表、当堂检测评价)。基于雨课堂的导学案教学,首先需根据课程标准或教材,结合学情分析,编写教学设计、导学案,并依据导学案、教学设计准备教学资源、制作导学案PPT;其次,依托雨课堂推送导学案PPT,并组织学生基于雨课堂进行课前导学案自主学习;之后,分析雨课堂数据,修改导学案及教学设计,二次备课以学定教;最后,开展课堂教学,观察评价课堂教学效果,并反思及整理导学案。基于雨课堂的导学案可以改进传统导学案(导学案内容形式的多样化;导学案的收发方式快捷化;实时问答互动交流;统计教学数据,生成个性化报表)、改变学生学习方式(有效地督促学生养成良好的自主学习的行为习惯;促进学生与同学、老师之间的交流互动;培养学生协作学习能力)、改变初中信息技术教学方式(弥补课时不足;实时记录学生预习情况,便于学情分析;先学后教,以学导教,以学定教。最终实现提高初中信息技术课堂效率与教学质量)。
[Abstract]:From 2001 < National Basic Education Curriculum Reform Outline (Trial) >) > May 2010, "national medium and long term education reform and development plan outline (2010 - 2020) >, and 2016 < Chinese students' development core literacy >", the wave of education reform in China has gone through the curriculum reform, teaching reform, and classroom reform, ushered in effective classroom and efficient classroom. The guidance case is the product of the efficient classroom. The instruction case teaching changes the disadvantages of the traditional teaching and the improvement of the teaching quality is an effective and efficient classroom model. It tries to apply the guide case to the junior high school information technology class by relying on the rain classroom, and improves the traditional guide case and improves the information technology teaching. The main contents of this study are four parts, such as the specific content. The first part is the introduction, the core concept and the theoretical basis. The literature survey method is adopted to review the present situation of the application of the guidance case and the rain classroom to the teaching research. The second part is the core concept of the guidance case based on the constructivist learning theory, the discovery of the theory of learning, the study of the theory of Pyramid as the guidance, the interpretation of the guidance case, the rain class, and the guidance of the rain class. It is a questionnaire survey. Through questionnaire, students hold relevant hardware and equipment, students grasp the relevant software to investigate the situation and examine the feasibility of this study. Through questionnaire two, we investigate the learning situation of the middle school students' information technology course, understand the students' self-study, the ability of the group to study, and communicate with the teachers and teachers. The third part is based on the design of the junior middle school information technology course case design based on the rain classroom. According to the theoretical guidance and the results of the investigation, this paper designs the junior middle school information lesson plan based on the rain classroom, expounds the advantages of the guidance case based on the rain classroom, the design elements of the guidance case, the operation course of rain classroom, and the teaching process and strategy based on the rain classroom guidance case. The fourth part is the practice, to test and amend the scheme design of the teaching plan of the junior middle school information technology course based on the rain classroom. The students of class 8, 11, 13 of class seven of a secondary school in Nanning city are the practical object, and the author takes the role of the author as the teacher in teaching practice according to the plan. This study carries out three On the basis of the practice of the round teaching practice, each round of the study is based on the previous round of practice. To watch the pre lesson preview of the students based on the guide case class in the rain classroom, the intelligent analysis data, the observation and Reflection on the teaching class of the guide case based on the rain classroom, on the basis of which the other case is perfected and developed, then second rounds, third In order to achieve the goal of improving the design of the teaching plan of information technology guidance case based on the rain classroom, this study draws the following conclusions: the teaching design elements of the guidance case based on rain classroom include: first, the guidance case (study content, study survey, learning goal, learning difficulty, knowledge link, knowledge link, learning method guidance, learning process); two Teaching design (teaching material analysis, teaching objectives, teaching heavy and difficult points, learner characteristics analysis, teaching methods, teaching environment and resources preparation, teaching process); three is observation and evaluation (classroom observation record table, classroom observation scale, group observation record table, hall test evaluation). The standard or teaching material, combining with the analysis of the learning situation, compiling the teaching design, guiding the case, preparing the teaching resources according to the guidance case, the teaching design, making the guide case PPT; secondly, relying on the rain classroom to push the guide case PPT, and organizing the students to study the guidance case before class in the rain class, and then analyze the rain classroom data, amend the guidance cases and the teaching design, The two lesson preparation is to learn teaching. Finally, we carry out the classroom teaching, observe and evaluate the effect of the classroom teaching, and rethink and collate the guidance case. Based on the guidance case of rain classroom, we can improve the traditional guidance case (the diversification of the contents of the guide case), the quick way of receiving and receiving of the guidance case, the interactive communication of real time questions and answers, the statistics of teaching data, and the generation of personalized reports. To change the students' learning methods (effectively supervise the students to develop a good habit of self-study; promote the communication and interaction between the students and their classmates and teachers; cultivate the students' cooperative learning ability); change the teaching methods of information technology in junior middle school (to make up for the lack of time; to record the students' Preview in real time, to facilitate the analysis of the learning situation; to learn and teach first, to learn to learn. " Finally, we can improve the efficiency and quality of information technology teaching in junior high schools.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67;G434
本文编号：2140739
[Abstract]:From 2001 < National Basic Education Curriculum Reform Outline (Trial) >) > May 2010, "national medium and long term education reform and development plan outline (2010 - 2020) >, and 2016 < Chinese students' development core literacy >", the wave of education reform in China has gone through the curriculum reform, teaching reform, and classroom reform, ushered in effective classroom and efficient classroom. The guidance case is the product of the efficient classroom. The instruction case teaching changes the disadvantages of the traditional teaching and the improvement of the teaching quality is an effective and efficient classroom model. It tries to apply the guide case to the junior high school information technology class by relying on the rain classroom, and improves the traditional guide case and improves the information technology teaching. The main contents of this study are four parts, such as the specific content. The first part is the introduction, the core concept and the theoretical basis. The literature survey method is adopted to review the present situation of the application of the guidance case and the rain classroom to the teaching research. The second part is the core concept of the guidance case based on the constructivist learning theory, the discovery of the theory of learning, the study of the theory of Pyramid as the guidance, the interpretation of the guidance case, the rain class, and the guidance of the rain class. It is a questionnaire survey. Through questionnaire, students hold relevant hardware and equipment, students grasp the relevant software to investigate the situation and examine the feasibility of this study. Through questionnaire two, we investigate the learning situation of the middle school students' information technology course, understand the students' self-study, the ability of the group to study, and communicate with the teachers and teachers. The third part is based on the design of the junior middle school information technology course case design based on the rain classroom. According to the theoretical guidance and the results of the investigation, this paper designs the junior middle school information lesson plan based on the rain classroom, expounds the advantages of the guidance case based on the rain classroom, the design elements of the guidance case, the operation course of rain classroom, and the teaching process and strategy based on the rain classroom guidance case. The fourth part is the practice, to test and amend the scheme design of the teaching plan of the junior middle school information technology course based on the rain classroom. The students of class 8, 11, 13 of class seven of a secondary school in Nanning city are the practical object, and the author takes the role of the author as the teacher in teaching practice according to the plan. This study carries out three On the basis of the practice of the round teaching practice, each round of the study is based on the previous round of practice. To watch the pre lesson preview of the students based on the guide case class in the rain classroom, the intelligent analysis data, the observation and Reflection on the teaching class of the guide case based on the rain classroom, on the basis of which the other case is perfected and developed, then second rounds, third In order to achieve the goal of improving the design of the teaching plan of information technology guidance case based on the rain classroom, this study draws the following conclusions: the teaching design elements of the guidance case based on rain classroom include: first, the guidance case (study content, study survey, learning goal, learning difficulty, knowledge link, knowledge link, learning method guidance, learning process); two Teaching design (teaching material analysis, teaching objectives, teaching heavy and difficult points, learner characteristics analysis, teaching methods, teaching environment and resources preparation, teaching process); three is observation and evaluation (classroom observation record table, classroom observation scale, group observation record table, hall test evaluation). The standard or teaching material, combining with the analysis of the learning situation, compiling the teaching design, guiding the case, preparing the teaching resources according to the guidance case, the teaching design, making the guide case PPT; secondly, relying on the rain classroom to push the guide case PPT, and organizing the students to study the guidance case before class in the rain class, and then analyze the rain classroom data, amend the guidance cases and the teaching design, The two lesson preparation is to learn teaching. Finally, we carry out the classroom teaching, observe and evaluate the effect of the classroom teaching, and rethink and collate the guidance case. Based on the guidance case of rain classroom, we can improve the traditional guidance case (the diversification of the contents of the guide case), the quick way of receiving and receiving of the guidance case, the interactive communication of real time questions and answers, the statistics of teaching data, and the generation of personalized reports. To change the students' learning methods (effectively supervise the students to develop a good habit of self-study; promote the communication and interaction between the students and their classmates and teachers; cultivate the students' cooperative learning ability); change the teaching methods of information technology in junior middle school (to make up for the lack of time; to record the students' Preview in real time, to facilitate the analysis of the learning situation; to learn and teach first, to learn to learn. " Finally, we can improve the efficiency and quality of information technology teaching in junior high schools.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67;G434
【参考文献】
相关期刊论文 前10条
1 刘芳;;基于雨课堂的管理学课程混合式教学模式研究[J];科技资讯;2016年36期
2 黄燕芬;陆海锋;;基于雨课堂的移动学习网络课程的设计开发[J];软件;2017年02期
3 曾晓晶;樊斌;;“雨课堂”在《C语言程序设计》课程中的应用研究[J];现代计算机(专业版);2017年03期
4 代云霞;;导学案对帮助学生自主学习的探索[J];考试周刊;2016年73期
5 曾瑞鑫;;学堂在线召开发布会宣布推出智慧教学工具——雨课堂[J];亚太教育;2016年24期
6 苏庭鲁;;浅说初中信息技术课中采用学案导学教学模式[J];考试周刊;2016年52期
7 袁驷;;袁驷:“雨课堂”要收雨成云[J];中国教育网络;2016年06期
8 臧晶晶;郭丽文;;滴水成雨——走进雨课堂[J];信息与电脑(理论版);2016年08期
9 黄梅;;课改下如何提高初三数学复习质量[J];数理化解题研究;2016年02期
10 马媛媛;;基于网络平台的高中信息技术课电子学案导学模式探索[J];西部素质教育;2015年18期
相关硕士学位论文 前10条
1 张立红;导学案在初中信息技术课程教学中的应用研究[D];东北师范大学;2015年
2 潘玉青;导学案教学的现实困境、理念反思与重构[D];陕西师范大学;2015年
3 刘春玮;导学案在高中信息技术课堂教学中的应用研究[D];西北师范大学;2015年
4 闫凤玉;小学教师多媒体教学手段运用现状的研究[D];西北师范大学;2015年
5 马睿;微视频支持下的导学案模式在高中信息技术课程中的应用研究[D];西北师范大学;2014年
6 李扬;基于任务驱动法的导学案设计与实施[D];首都师范大学;2014年
7 王文瀚;“学案导学”教学模式在初中信息技术教学中的实践与探究[D];河北师范大学;2013年
8 陆春芬;导学案的设计与实施研究[D];上海师范大学;2013年
9 郭建鹏;合作探究教学法在高中体操教学中的实验研究[D];山西师范大学;2012年
10 曹凤芹;初中信息技术课中采用学案导学教学模式的实验研究[D];山东师范大学;2008年
，本文编号：2140739
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2140739.html
