基于发展性评价的初中信息技术课程分层教学研究

发布时间：2018-02-23 18:37

本文关键词： 分层教学发展性评价初中信息技术　出处：《曲阜师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着信息社会的发展与进步,国与国之间的竞争变成了人才的竞争。创新是一个民族进步的灵魂,是一个国家兴旺发达的不竭动力。创新的希望在青年,青年的培养在教育。学校是青年接受教育的主要场所,而现在多数学校的教学组织形式是班级集体授课制,教学评价采用过于强调甄别与选拔功能的总结性评价,这样的教学组织形式和评价方法不利于所有学生的个性化发展,同时也不利于素质教育的实施。考虑到学生与学生之间存在差异,专家学者提出了分层教学模式,尝试解决班级授课和学生全面发展之间的矛盾,分层教学在实践应用中取得了一定的成果,但同时也出现了很多问题,比如:给学生“贴标签”。基于分层教学中出现的问题,人们在分层教学中引入了发展性评价。分层教学多数应用在语数外主科上,而在信息技术学科中的应用相对较少。本文在分析分层教学实践中出现的问题基础上,提出基于发展性评价的初中信息技术课程分层教学,用发展性评价的理念指导分层教学的过程。本研究以日照市X学校七年级七班为研究对象,采用问卷调查法、试卷测验法、访谈法和观察法等进行研究。根据教学实际情况和相关理论基础,笔者建立了班级授课条件下可操作的基于发展性评价的分层教学模式。本研究中,笔者主要的研究工作:1.查阅大量有关分层教学的文献,总结信息技术课程分层教学现状;2.设计基于发展性评价的分层教学模式;3.设计分层教学前后的问卷调查;4.实践基于发展性评价的分层教学,并设计单元测试题;5.总结基于发展性评价的初中信息技术课程分层教学效果;6.提炼基于发展性评价的分层教学应注意的问题。通过对分层教学前后学生的学习成绩对比和学习态度对比,得出了如下结论:基于发展性评价的分层教学可以有效地激发学生学习的动机,提高学生的综合能力和参与课堂教学活动的积极性;同时也有助于培养学生的自信心和创造性。为了更好地达到分层教学的效果,教师在分层教学过程中应注意以下几个问题:1.深刻把握分层教学的内涵;2.注意课堂任务布置的合理性;3.加强分层教学过程中师生互动的针对性;4.个性化评价学生的进步;5.动态性地关注学生的变化。
[Abstract]:With the development and progress of the information society, the competition between countries has become the competition of talents. Innovation is the soul of a nation's progress and the inexhaustible motive force of a country's prosperity. The hope of innovation lies in young people. The training of youth is in education. School is the main place for young people to receive education. Nowadays, the teaching organization of most schools is class group teaching system. The teaching evaluation adopts the summation evaluation, which emphasizes the function of screening and selecting too much. Such teaching organization and evaluation methods are not conducive to the individualized development of all students, but also to the implementation of quality-oriented education. Considering the differences between students and students, experts and scholars put forward a layered teaching model. Trying to solve the contradiction between class teaching and students' all-round development, stratified teaching has made some achievements in practical application, but at the same time, there are many problems, such as "labeling" students. Development evaluation is introduced into layered teaching. Most of them are applied in the subject of language and numeracy, but less in the subject of information technology. Based on the analysis of the problems in the practice of stratified teaching, this paper analyzes the problems in the practice of stratified teaching. This paper puts forward the layered teaching of information technology course in junior high school based on developmental evaluation, and uses the idea of developmental evaluation to guide the process of stratified teaching. This study takes the seventh grade seven class of Rizhao X School as the research object, adopts the method of questionnaire investigation and test paper test. According to the actual teaching situation and the relevant theoretical basis, the author established the operable hierarchical teaching model based on developmental evaluation under the condition of class teaching. The author's main research work: 1. Consult a lot of literature about stratified teaching, Summarizing the present situation of stratified Teaching in Information Technology courses 2.Designing the layered Teaching Model based on Developmental Evaluation 3.Questionaire before and after designing stratified Teaching 4. The practice of layered Teaching based on Developmental Evaluation. 5. Summarize the effect of stratified teaching in junior high school information technology course based on developmental evaluation. Refine the problems that should be paid attention to in layered teaching based on developmental evaluation. Through the study of students before and after stratified teaching. Comparison of achievement and learning attitude, The conclusions are as follows: stratified teaching based on developmental evaluation can effectively stimulate students' learning motivation, improve students' comprehensive ability and enthusiasm to participate in classroom teaching activities; It also helps to cultivate students' self-confidence and creativity. Teachers should pay attention to the following questions in the process of stratified teaching: 1. Deeply grasp the connotation of stratified teaching 2. Pay attention to the rationality of classroom task arrangement 3.Strengthening the pertinence of teacher-student interaction in the process of stratified teaching 4. Individualized evaluation of students. Pay dynamic attention to the change of students.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.67

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