初中信息科技教学中问题序列的实践与研究

发布时间：2018-01-09 01:07

本文关键词：初中信息科技教学中问题序列的实践与研究　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：问题是创造的先导,是思维的源泉。在教学活动中,问题的解决是最有意义和最有价值的学习与思维活动,教学活动的开展离不开各种形式的问题。《中小学信息科技课程标准》指出,中学信息科技课程旨在提高学生信息素养,学会利用信息技术发展批判性思维和创造性思维,培养解决真实、开放问题的能力。因此,笔者期望在初中信息科技教学中,通过课堂提问将教学内容结构化,通过问题的提出和解决来实现教学目标的达成。而课堂的提问,并不是散乱、无序、零敲碎击的,而是应该根据课程标准、教学目标、学生实际、以及教学情境,经过精心设计的,有结构、有层次、有顺序的问题序列。高质量的问题序列能够帮助学生建立合理的知识结构,进行充分的思维训练和培养,在潜移默化中提高个人信息素养。本研究在参考国内外研究的基础上,对问题教学的相关理论做了梳理,对问题序列及相关概念进行了界定,分析了目前初中信息科技教学中问题序列实施的现状及不足,在教学实践中,探索问题序列的结构、层次、顺序,明确问题序列设计的基本原则,提出问题设计的一般方法,并且提供了一些保障问题序列顺利实施的具体措施,为初中信息科技教学培养学生思维能力、提高学生信息素养提供一些参考,并希望能为初中信息科技教学改革提供可借鉴的经验。
[Abstract]:Problem is the forerunner of creation and the source of thinking. In teaching activities, problem solving is the most meaningful and valuable learning and thinking activities. Teaching activities can not be carried out without various forms of problems. "Information Technology Curriculum Standards for Primary and Middle Schools" points out that the information technology curriculum in middle schools aims at improving students' information literacy. Learning to use information technology to develop critical thinking and creative thinking, to develop the ability to solve real and open problems. Therefore, the author expects to structure the teaching content through classroom questioning in junior high school information technology teaching. To achieve the goal of teaching through the raising and solving of problems. The classroom questions are not scattered, disorder, zero smashing, but should be based on curriculum standards, teaching objectives, students' reality. As well as teaching situations, carefully designed, structured, hierarchical, sequential sequence of questions. High quality of question sequence can help students to establish a reasonable knowledge structure, to conduct adequate thinking training and training. In the imperceptible improvement of personal information literacy. This study on the basis of domestic and foreign research on the relevant theory of problem teaching has been combed, the problem sequence and related concepts have been defined. This paper analyzes the present situation and deficiency of the implementation of problem sequence in information technology teaching in junior high school, explores the structure, level and sequence of problem sequence in teaching practice, and clarifies the basic principles of problem sequence design. Put forward the general method of problem design, and provide some specific measures to ensure the smooth implementation of the problem sequence, and provide some reference for junior high school information technology teaching to cultivate students' thinking ability and improve students' information literacy. And hope can provide the experience that can draw lessons for junior high school information science and technology teaching reform.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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