合作学习在中学信息技术课程教学中的实践研究
发布时间：2019-02-14 19:11
【摘要】： 合作学习(cooperative learning)是20世纪70年代中期兴起于美国,并取得实质性进展的一种富有创意和实效的教学理论与策略。由于它在改善课堂内的社会心理气氛,大面积提高学生的学业成绩,促进学生形成良好非认知品质等方面成效显著,很快引起世界各国的关注,并成为当代主流教学理论与策略之一,被誉为“近十几年来最重要最成功的教学改革”。[1] 随着中国加入“世界贸易组织”,市场国际化,资本国际化,技术国际化,信息国际化,必将带来人才的国际化。今天的时代,是全球一体化的时代,要成为国际人才,更需要高超的合作能力。因此,怎样培养国人,提高国际竞争力,已成为世界各国进行教育改革的出发点。 信息技术教学中,小组合作学习是对传统教学模式的一种改革,是教育发展的必然要求,是体现学生主体性的有效途径。它是一种以组内异质、组间同质的组织形式,促进学生在小组中互助合作,达到共同的学习目标,以小组总成绩作为奖励依据,促进学生认知、情感的教学策略体系。 本文以现代合作理论、建构主义学习理论为指导,在广泛调查研究和实践的基础上,探讨了合作学习策略在中学信息技术教学中的实践与应用。 本研究旨在探讨合作学习对中学生信息技术学习成绩、学习信息技术的兴趣、学生合作意识及合作能力影响,同时也把合作学习对人际交往中的交流恐惧的影响作为研究的一项重要内容。 本研究通过对实验班和对照班的教学实践,其研究结果表明:实验后,实验班学生比对照班学生在信息技术学习成绩、学习信息技术的兴趣、学生合作意识及合作能力等方面均有明显提高。得出以下结论:合作学习是立足于以人为本、注重人的全面发展的一种教学策略。在信息技术课程教学中应用合作学习策略,能够优化课堂教学模式,提高教学效率,提高学生理论知识水平及操作技能。同时,通过小组活动,相互协作,降低了学生交流过程中的恐惧心理,它充分调动学生的能动性,减轻师生的负担,增进教学效果,发挥教学中的人力资源优势,开发和利用学生个体差异,使各层次学生的个性都得到充分发展。在本文结尾部分,指出了尚待解决的问题及进一步努力的方向。
[Abstract]:Cooperative learning (cooperative learning) is a kind of creative and effective teaching theory and strategy which emerged in America in the middle of 1970s and made substantial progress. Because of its remarkable results in improving the social and psychological atmosphere in the classroom, improving students' academic performance in a large area, and promoting students to form good non-cognitive qualities, it soon attracted the attention of all countries in the world. It has become one of the mainstream teaching theories and strategies, and has been praised as "the most important and successful teaching reform in recent ten years." [1] with China's accession to the World Trade Organization, the internationalization of the market and the internationalization of capital, The internationalization of technology and information will surely bring about the internationalization of talents. Today's era, the era of global integration, to become an international talent, but also a superb ability to cooperate. Therefore, how to train people and improve international competitiveness has become the starting point of education reform. In information technology teaching, group cooperative learning is a reform of traditional teaching mode, an inevitable requirement of educational development, and an effective way to reflect students' subjectivity. It is a kind of teaching strategy system which promotes the students to cooperate with each other in groups to achieve the common learning goal and to promote the students' cognition and emotion with the group total achievement as the basis of reward and promote the students' cognition and emotion in the form of intra-group heterogeneity and homogeneity among groups. Under the guidance of modern cooperative theory and constructivism learning theory, this paper discusses the practice and application of cooperative learning strategy in information technology teaching in middle schools on the basis of extensive investigation and practice. The purpose of this study was to explore the effects of cooperative learning on the achievement of information technology learning, the interest in learning information technology, the students' cooperative consciousness and the ability to cooperate. At the same time, the effect of cooperative learning on communication fear in interpersonal communication is considered as an important part of the study. Through the teaching practice of the experimental class and the control class, the results show that: after the experiment, the students in the experimental class are more interested in information technology than the students in the control class. The students'cooperation consciousness and ability have been improved obviously. The following conclusions are drawn: cooperative learning is a teaching strategy based on people-oriented and focusing on the overall development of human beings. The application of cooperative learning strategy in information technology course teaching can optimize the classroom teaching mode, improve teaching efficiency, improve students' theoretical knowledge and operational skills. At the same time, through group activities and mutual cooperation, the fear psychology in the process of students' communication is reduced. It fully mobilizes students' initiative, lightens the burden of teachers and students, enhances the teaching effect, and brings into play the advantages of human resources in teaching. Develop and utilize the individual differences of students, so that students at all levels of personality have been fully developed. At the end of this paper, the problems to be solved and the direction of further efforts are pointed out.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G434
本文编号：2422510
[Abstract]:Cooperative learning (cooperative learning) is a kind of creative and effective teaching theory and strategy which emerged in America in the middle of 1970s and made substantial progress. Because of its remarkable results in improving the social and psychological atmosphere in the classroom, improving students' academic performance in a large area, and promoting students to form good non-cognitive qualities, it soon attracted the attention of all countries in the world. It has become one of the mainstream teaching theories and strategies, and has been praised as "the most important and successful teaching reform in recent ten years." [1] with China's accession to the World Trade Organization, the internationalization of the market and the internationalization of capital, The internationalization of technology and information will surely bring about the internationalization of talents. Today's era, the era of global integration, to become an international talent, but also a superb ability to cooperate. Therefore, how to train people and improve international competitiveness has become the starting point of education reform. In information technology teaching, group cooperative learning is a reform of traditional teaching mode, an inevitable requirement of educational development, and an effective way to reflect students' subjectivity. It is a kind of teaching strategy system which promotes the students to cooperate with each other in groups to achieve the common learning goal and to promote the students' cognition and emotion with the group total achievement as the basis of reward and promote the students' cognition and emotion in the form of intra-group heterogeneity and homogeneity among groups. Under the guidance of modern cooperative theory and constructivism learning theory, this paper discusses the practice and application of cooperative learning strategy in information technology teaching in middle schools on the basis of extensive investigation and practice. The purpose of this study was to explore the effects of cooperative learning on the achievement of information technology learning, the interest in learning information technology, the students' cooperative consciousness and the ability to cooperate. At the same time, the effect of cooperative learning on communication fear in interpersonal communication is considered as an important part of the study. Through the teaching practice of the experimental class and the control class, the results show that: after the experiment, the students in the experimental class are more interested in information technology than the students in the control class. The students'cooperation consciousness and ability have been improved obviously. The following conclusions are drawn: cooperative learning is a teaching strategy based on people-oriented and focusing on the overall development of human beings. The application of cooperative learning strategy in information technology course teaching can optimize the classroom teaching mode, improve teaching efficiency, improve students' theoretical knowledge and operational skills. At the same time, through group activities and mutual cooperation, the fear psychology in the process of students' communication is reduced. It fully mobilizes students' initiative, lightens the burden of teachers and students, enhances the teaching effect, and brings into play the advantages of human resources in teaching. Develop and utilize the individual differences of students, so that students at all levels of personality have been fully developed. At the end of this paper, the problems to be solved and the direction of further efforts are pointed out.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G434
【引证文献】
相关期刊论文 前2条
1 程俊英;;信息技术课堂合作学习的困境及破解策略[J];中国信息技术教育;2011年11期
2 钱晨;;“小组合作学习”在高中信息技术课上的运用[J];中小学电教(下);2013年05期
相关硕士学位论文 前5条
1 黄姝;改制后油田高中和地方高中学生语文学习现状比较及原因策略思考[D];延边大学;2011年
2 王李翔;合作学习模式在初中篮球教学中的应用研究[D];南京师范大学;2011年
3 林先雨;合作学习在现代教育技术课程教学中的应用研究[D];四川师范大学;2010年
4 沙晓红;凉山州初中多民族班级生物教学中合作学习的实践研究[D];四川师范大学;2012年
5 黄文雅;初中数学课堂教学小组合作学习存在的问题及对策研究[D];四川师范大学;2011年
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