分层教学法在中职“计算机基

发布时间：2018-05-06 00:32

本文选题：分层教学法 + 中职学校　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：信息技术的进步对社会的发展产生了极其巨大的影响,其影响波及到社会的各行各业,也包括教育行业,教育观念与教学模式的不断变化,使教育有了更大的发展空间。教育部大力提倡提高所有学生的信息化水平,现阶段,很多学校(包括小学和中学)普遍都开展了信息技术课,而在中职学校,“计算机基础”课作为信息技术课的延伸,发挥着重要的作用。然而由于生源来源地不同,基础、习惯各方面的差异较大,这就给教学带来了挑战。如果教师仍然像以前一样采用比较传统的教学模式,势必会导致学习优异的学生感觉没有难度,没有挑战,很轻松就能做出相应题目,出现“吃不饱”的现象;对于学习中等的学生则是掌握得不是很扎实,出现“吃不好”的现象;而对于学习困难的学生却感觉自己掌握不了那么多知识,出现越来越听不懂,费半天劲也做不出来,于是越来越想放弃学习,出现“吃不了”的现象。这样的教学,必然不能面向全体学生,也不能照顾到学生的个体差异,更无法贯彻国家提倡的全面发展,不利于学生的充分发展,班级内学生对知识的理解与掌握程度差异越来越大,长此以往还不利于教师的成长与经验积累。面对这些现实,在教学中我们采用什么样的教学模式才能促进每个学生的充分发展?怎样才能更好地调动学生的主动性和积极性?怎样才能做到教学相长?本研究针对中职学校“计算机基础”课程中学生信息技术水平差异较大的现状,以因材施教理论、掌握学习理论、最近发展区理论、皮格马利翁效应及多元智能理论为理论基础,经过长期教学一线的工作积累,对本校金融39班学生进行了分层教学法在“计算机基础”课程中的应用研究。在教学中实行了班内隐性分层教学,通过调查问卷、测试等形式,分析进行分层教学前后的数据,总结出分层教学对提高学生学习“计算机基础”课的兴趣、对每个学生的学习进步、对提高教学效果、对教师教学水平的提高都有一定的作用。经过一学期的教学实践,发现学生总体都在原有的基础上有了一定的进步,尤其可以更好地促进潜力层和拼搏层学生的学习。总之,分层教学法可以提高学生学习的积极性和主动性,提高学生学习成绩,促进学生自身发展,让学生在自己原有基础上有所进步,有效提高教学质量和教学效果,还可以提高教师自身教学水平和分析问题、解决问题能力,希望能为中职学校其他课程教学提供借鉴。本论文共分为五部分。第一部分:绪论,主要介绍了本研究的背景、意义及研究方法。第二部分:研究的现状分析及概念界定,主要分析了分层教学法的国内外现状,并对本研究中分层教学法的相关概念进行了界定。第三部分:研究的理论基础,主要阐述了本研究中用到的因材施教理论、掌握学习理论、最近发展区理论、皮格马利翁效应及多元智能理论。第四部分:分层教学在中职“计算机基础”课程中的实验研究,具体包括实验的目的、实验的时间和实验对象的选取、实验变量及实验假设、实验实施步骤和实验结果,其中实验实施步骤又包括分层教学的学生分层、教学目标分层、教学内容分层、具体教学分层、教学评价分层等具体步骤,实验结果包括对后测调查问卷的数据分析、学生层次变化及学生成绩的分析。第五部分:分层教学的研究总结与展望,具体包括分层教学实施中的优点与不足,还有对分层教学在今后教学中实施的展望。
[Abstract]:The progress of information technology has a great influence on the development of the society. Its influence has spread to all walks of life of the society, including the education industry, the continuous change of education concept and teaching mode, which has made education more space for development. The Ministry of education is strongly advocating the improvement of all students' information level. At this stage, many schools (including In primary and secondary schools, the information technology course is widely carried out. In secondary vocational schools, the "computer based" course plays an important role as an extension of the information technology course. However, because of the different sources of origin, the differences in basic and customary aspects, it is a challenge to the teaching zone. The traditional teaching mode is bound to cause the students to learn not to be difficult, without challenge, and can easily make the corresponding problems, appear "eat not full" phenomenon; for the middle school students are not very solid, "eat bad" phenomenon, but for students with learning difficulties, they feel that they do not master the phenomenon. So many knowledge, more and more difficult to understand, more than half a day's strength can not come out, so more and more want to give up learning, "can not eat" phenomenon. This kind of teaching must not be for all students, and can not take care of the students' individual differences, more unable to carry out the overall development of the family advocated, not conducive to the full development of students, classes are not conducive to the full development of students, classes are not conducive to the development of classes. There is a growing difference in understanding and mastering of knowledge at the level of students. This is not conducive to the growth of teachers and the accumulation of experience in the past. What kind of teaching mode can we use in teaching to promote the full development of each student in the face of these realities? How can we better mobilize the initiative and enthusiasm of the students and how to do it According to the present situation of high school students' information technology level in secondary vocational school, this study is based on the theory of students in accordance with their aptitude, the theory of learning, the theory of the recent development zone, the Marley effect of PEG and the theory of multiple intelligences, and the accumulation of the work of the first line of teaching in the long term, and 39 of the school's finance. The class students have carried out the application of the stratified teaching method in the "computer foundation" course. In the teaching, the hidden stratified teaching in the class is carried out in the class. Through the questionnaire, test and other forms, the data are analyzed before and after the stratified teaching, and the interest of the stratified teaching for the students to improve the "computer foundation" course is summed up. Learning progress has a certain effect on improving the teaching effect and improving the teaching level of teachers. After a semester of teaching practice, it is found that students have made certain progress on the basis of the original basis. In particular, it can better promote the learning of the potential and the struggling students. In a word, the stratified teaching method can improve the students' learning. Polarity and initiative, improve students' academic achievements, promote students' own development, make students progress on their own basis, improve teaching quality and teaching effect, and improve teachers' teaching level and analysis problems, solve problems, and hope to provide reference for other courses in secondary vocational schools. The first part: introduction, the introduction mainly introduces the background, significance and research methods of this study. The second part: the analysis of the present situation and the definition of the concept, mainly analyzes the status of the stratified teaching method at home and abroad, and defines the related concepts of the stratified teaching method in this study. The third part is the theoretical basis of the study, mainly expounded. The theory of teaching in accordance with the aptitude used in this study, mastering the theory of learning, the theory of the recent development zone, the Marley effect of PEG and the theory of multiple intelligences. The fourth part: the experimental research on the course of the "computer foundation" in the secondary vocational school, including the purpose of the experiment, the time of the experiment and the selection of the experimental objects, the experimental variables and the experiment false. Setting, experimental implementation steps and experimental results, the experimental implementation steps include stratified teaching students stratification, teaching target stratification, teaching content stratification, specific teaching stratification, teaching evaluation and stratification and other specific steps, the experimental results include data analysis of the post survey questionnaire, student level changes and student performance analysis. Fifth Points: the research summary and Prospect of stratified teaching, including the advantages and disadvantages in the implementation of hierarchical teaching, as well as the prospect of stratified teaching in future teaching.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：TP3-4;G712.4

【参考文献】