学习单在小学信息科技教学中运用的实验研究

发布时间：2018-06-16 07:31

本文选题：学习单 + 信息科技教学　；参考：《上海师范大学》2015年硕士论文

【摘要】：2004年,《上海市中小学信息科技课程标准》出台,体现出上海市“二期课改”的理念,明确了中小学课程目标和内容标准,规范了教学策略和教学方法的选用和设计要求。在此基础上,广大一线教师和教学研究者开始了对小学信息科技课堂教学方法的研究和探讨,涌现出许多教学成效显著,值得推广的优秀教学方法和教学设计,如任务驱动教学,项目教学等。本文中采用的基于学习单的课堂教学方法,也是一种符合“二期课改”精神,把传统的以教师为中心的课堂转变为以学生为中心,促使学生主动进行信息加工和知识建构的教学设计。目前国内对学习单在信息科技教学中运用的研究主要以理论研究为主,教学实践研究较少,而对其教学成效开展的实验研究则更少,本文采用教学实验、问卷调查等研究方法,对学习单在小学信息科技教学中的运用进行了较为全面系统的研究。本文共分六个章节。第一章绪论对本文的研究背景与意义、概念界定、文献研究综述、研究目标与内容、研究方法与过程进行了阐述。第二章对建构主义学习理论、人本主义心理学、学习过程理论这三大运用学习单开展教学的理论基础进行了阐述。第三章对实验研究设计中的实验假设、实验对象、实验变量、实验模式、实验程序、实验数据统计分析方法进行了阐述。其中实验程序大致为:实验组在课堂教学中运用基于学习单的教学方法,而对照组在课堂教学中不用学习单,使用常规的信息科技教学方法,实验前后及每课教学后均对两组的信息科技操作技能和理论知识进行测评,并使用SPSS进行统计分析。第四章对实验研究实施过程中的实验前测、实验准备、实验实施情况,结合教学实验案例进行了阐述。第五章对实验研究的实验结果、结果分析进行了阐述。第六章对实验研究的实验结论与反思进行了阐述。实验结果表明:在小学信息科技学科的课堂教学中运用基于学习单的教学方法,相比常规的教学方法,可以更好地提高学生的操作技能水平,但效果不显著,而对学生理论知识水平的提高作用显著,学生在学习过程中对学习单的作用认可,学习单的运用也对学生的学习情感态度起到了积极正向的影响。第七章是对全篇的结语。
[Abstract]:In 2004, the "Information Technology Curriculum Standard of Shanghai Primary and Middle Schools" was issued, which embodied the concept of "second stage Curriculum Reform" in Shanghai, defined the curriculum objectives and content standards of primary and secondary schools, and standardized the selection and design requirements of teaching strategies and teaching methods. On this basis, the vast number of teachers and teaching researchers have begun to study and discuss the teaching methods of information technology in primary schools, and many outstanding teaching methods and teaching designs have emerged that have achieved remarkable results and are worth popularizing. Such as task-driven teaching, project teaching and so on. The method of classroom teaching based on learning sheet adopted in this paper is also in line with the spirit of "the second stage of curriculum reform", which transforms the traditional teacher-centered classroom into student-centered. The teaching design that urges the student to carry on the information processing and the knowledge construction initiative. At present, the research on the application of learning single in information technology teaching is mainly theoretical research, teaching practice research is less, and the experimental research on its teaching effect is even less. This paper adopts teaching experiment, questionnaire survey and other research methods. This paper makes a comprehensive and systematic study on the application of learning single in the teaching of information technology in primary schools. This paper is divided into six chapters. The first chapter introduces the research background and significance, concept definition, literature review, research objectives and contents, research methods and processes. In the second chapter, the author expounds the theoretical basis of using the theory of constructivism learning, humanism psychology and learning process theory. In the third chapter, the experimental hypothesis, experimental object, experimental variables, experimental model, experimental program and statistical analysis method of experimental data are described. The experimental procedure is: the experimental group uses the method based on the learning sheet in the classroom teaching, while the control group does not use the learning sheet in the classroom teaching, and uses the conventional information technology teaching method. Before and after the experiment and after teaching, the two groups of information technology operation skills and theoretical knowledge were evaluated, and SPSS was used for statistical analysis. In the fourth chapter, the pretest, the preparation and the implementation of the experiment in the course of the experiment research are discussed, combined with the teaching experiment case. In the fifth chapter, the experimental results and the analysis of the results are described. In the sixth chapter, the conclusion and reflection of the experimental research are expounded. The experimental results show that, compared with the conventional teaching method, the application of learning sheet based teaching method in the classroom teaching of information technology in primary school can improve the students' operation skill level better, but the effect is not significant. However, it plays an important role in the improvement of students' theoretical knowledge, the students' recognition of the role of learning sheets in the learning process, and the application of learning sheets also has a positive effect on the students' attitude towards learning emotion. The seventh chapter is the conclusion of the whole chapter.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.58

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