基于网络学习空间的探究学习研究

发布时间：2018-05-11 11:09

本文选题：网络学习空间 + 探究学习　；参考：《西北师范大学》2015年硕士论文

【摘要】：2012年,教育部制定并发布《教育信息化十年发展规划(2011-2020)》,“三通两平台”被提出来,学者们纷纷把研究目光转移到网络学习空间的建设上,本文综述了7个网络学习空间建设案例,总结国内学习空间建设的经验,同时提出存在的问题,结合国外相关理论,在前人研究基础上,提出一个网络学习空间概念模型。人才培养体制改革中提到“倡导启发式、探究式、讨论式、参与式教学,帮助学生学会学习。激发学生的好奇心,培养学生的兴趣爱好,营造独立思考、自由探索、勇于创新的良好环境。”文章以探究学习为例,通过研习探究学习模式,综述探究学习开展现状,提出螺旋上升探究学习模型,并应用到网络学习空间中。以期顺应教学改革之势,设计出一个支持学生自主探究学习的网络学习空间。推动高水平探究学习的开展。改变目前学校中探究学习的境况。本研究模仿贾斯伯系列案例,设计3个探究学习案例,在兰州市十六中学开展为时一学期的基于网络学习空间的探究学习活动,并借助戴维·乔纳森有意义的学习评价量规,对学生有意义的学习程度进行测量,通过对两个平行班级有意义的学习程度的对比分析,初步证明网络探究学习空间的教学价值。
[Abstract]:In 2012, the Ministry of education formulated and issued the ten year development plan for education information (2011-2020). The "three links and two platforms" was proposed. Scholars have shifted their attention to the construction of network learning space. This paper summarizes 7 cases of network learning space construction, summarizes the experience of learning space construction at home, and puts forward the existing questions. On the basis of previous studies, a concept model of network learning space is put forward on the basis of previous research. In the reform of talent training system, it refers to "advocating heuristic, inquiry, discussion, participatory teaching, helping students learn learning, stimulating students' curiosity, cultivating students' interests and hobbies, creating independent thinking, free exploration, bravery." Taking inquiry learning as an example, the article takes inquiry learning as an example, through study and inquiry learning model, summarizes the current situation of inquiry learning, puts forward a spiral inquiry learning model, and applies it to the network learning space. In order to conform to the potential of teaching reform, a network learning space that supports the autonomous inquiry learning of the students is designed. It changes the situation of inquiry learning in the current school. This study imitates the case of Jaber series, designs 3 inquiry learning cases, and carries out inquiry learning activities based on the network learning space for one term at the sixteen middle school in Lanzhou, and has a meaningful learning evaluation gauge of David Jo Nathan. By measuring the learning degree of meaning, by comparing and analyzing the meaningful learning degree of two parallel classes, it is preliminarily proved that the teaching value of the network inquiry learning space is preliminarily proved.

【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434

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