信息技术课堂中高中生多元评价能力的培养策略研究
发布时间：2019-04-08 11:20
【摘要】：2003年教育部出台的《普通高中信息技术课程标准》明确规定:“信息技术课程以进一步提高学生的信息素养为宗旨。”[1]2012年中国教育技术协会信息技术教育专业委员会在《基础教育信息技术课程标准》中指出:“基础教育阶段信息技术课程的总目标是培养和提升学生的信息素养。”[2]随着素质教育进一步发展,现代化的教育要求信息技术教育以提升学生的信息素养为目标。多元评价能力作为信息素养的重要组成部分,也应成为信息技术教育目标不可或缺的一部分。信息技术课堂是培养高中生信息素养的重要途径。因此,在高中信息技术课堂中开展高中生多元评价能力培养策略的实践研究是十分必要的。本文依据高中生的心理发展特点,并结合信息素养的构成、高中信息技术课堂的目标与任务及教学活动特点,将信息技术课堂中高中生多元评价能力分两个一级构成部分:对人的评价能力和对事物的评价能力,然后进一步将对人的评价能力分为:对同学的评价能力与对自我的评价能力2个二级构成要素;将对事物的评价能力分为:对操作的评价能力、对作品的评价能力、对学习活动的评价能力及对课堂教学的评价能力4个二级构成要素。以建构主义学习理论与多元智能理论为基础,本文结合高中生的心理特点、学习特征,依据高中信息技术课程标准与要求、高中信息技术的教学内容特点,制定出一套信息技术课堂中高中生多元评价能力的培养策略,具体包括:1.发挥学生主体性的策略;2.营造良好评价环境的策略;3.开展多种评价活动的策略;4.给予评价指导的策略;5.利用课堂评价量规引导评价的策略;6.重视培养反思能力的策略。然后将提出的培养策略应用到高中信息技术课堂教学实践中,验证所提策略的有效性,激发学生的学习兴趣和学习积极性,提高学生参与课堂学习活动的热情,营造一个轻松、和谐的教学环境,提高学生的多元评价能力。本研究所采用的研究方法主要包括文献研究法、教育实验法、教育测量法、统计分析法。本研究采用单因素非对等两组前后测准实验模式验证前述培养策略的有效性,选取山东省定陶县某高中一年级两个水平相当的班级作为实验班和对照班。在一个学期的教学实验过程中将制定的多元评价能力培养策略应用到实验班,在对照班中采用常规的教学策略。在教学实验前后,利用多元评价能力测量量表对学生的多元评价能力进行前后测,并获取实验后学生的期末考试成绩。最后对数据进行统计、分析和比较,以验证高中生多元评价能力的培养策略在高中信息技术课堂教学中对提高学生多元评价能力是否具有有效性。通过对实验数据进行统计分析,得出以下结论:信息技术课堂中高中生多元评价能力的培养策略能够显著提高学生的多元评价能力,改善学生课堂表现,并提高课堂教学质量。
[Abstract]:The Information Technology Curriculum Standard for Senior High Schools issued by the Ministry of Education in 2003 clearly states: "the purpose of the Information Technology Curriculum is to further improve the information literacy of students." [1] Information Technology Teaching, China Educational Technology Association, 2012. The Education Specialty Committee pointed out in the Information Technology Curriculum Standard for basic Education: "the general goal of the information technology course in the basic education stage is to cultivate and improve the information literacy of the students." [2] with the further development of quality-oriented education, Modern education requires information technology education to improve students' information literacy. As an important part of information literacy, multi-evaluation ability should also be an indispensable part of information technology education objectives. Information technology classroom is an important way to cultivate high school students' information literacy. Therefore, it is very necessary to carry out the practical research on the cultivation strategy of high school students' multi-evaluation ability in the high school information technology classroom. According to the characteristics of high school students' psychological development, combined with the composition of information literacy, the objectives and tasks of high school information technology classroom and the characteristics of teaching activities, The multi-evaluation ability of senior high school students in the information technology classroom is divided into two levels: the ability to evaluate people and the ability to evaluate things. Then the evaluation ability of the human being is further divided into two secondary elements: the evaluation ability of classmates and the self-evaluation ability; The evaluation ability of things is divided into four secondary elements: the evaluation ability of operation, the evaluation ability of works, the evaluation ability of learning activities and the evaluation ability of classroom teaching. Based on constructivism learning theory and multi-intelligence theory, this paper combines the psychological characteristics and learning characteristics of senior high school students, according to the curriculum standards and requirements of high school information technology, and the characteristics of teaching content of information technology in senior high schools. To develop a set of strategies to cultivate the multi-evaluation ability of senior high school students in the information technology classroom, including: 1. The strategy of giving full play to the students' subjectivity; 2. 3. Strategies for creating a good assessment environment; 3. Strategies for carrying out multiple evaluation activities; 4. Strategies for evaluation guidance; 5. The strategy of using classroom evaluation gauges to guide evaluation; 6. Pay attention to the strategy of cultivating the ability of reflection. Then apply the training strategy to the high school information technology classroom teaching practice, verify the effectiveness of the proposed strategy, stimulate students' learning interest and learning enthusiasm, enhance students' enthusiasm for participating in classroom learning activities, and create a relaxed environment. Harmonious teaching environment to improve students' ability of multi-evaluation. The research methods used in this study include literature research, educational experiment, educational measurement and statistical analysis. In this study, a single factor non-equivalent two groups of pre-and post-test model was used to verify the effectiveness of the above-mentioned training strategy, and two classes with the same level in the first grade of a senior high school in Dingtao County, Shandong Province were selected as experimental class and control class. In the course of one semester's teaching experiment, the multi-evaluation ability training strategy was applied to the experimental class, and the conventional teaching strategy was used in the control class. Before and after the teaching experiment, the multi-evaluation ability scale was used to test the students' multi-evaluation ability before and after the experiment, and the final examination scores of the students after the experiment were obtained. Finally, the data are counted, analyzed and compared in order to verify whether the training strategy of multi-evaluation ability of senior high school students is effective in improving students' multi-evaluation ability in the classroom teaching of information technology in senior high school. Through the statistical analysis of the experimental data, the following conclusions are drawn: the cultivation strategy of the multi-evaluation ability of senior high school students in the information technology classroom can significantly improve the students' multi-evaluation ability, improve the students' classroom performance, and improve the quality of classroom teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67
本文编号：2454531
[Abstract]:The Information Technology Curriculum Standard for Senior High Schools issued by the Ministry of Education in 2003 clearly states: "the purpose of the Information Technology Curriculum is to further improve the information literacy of students." [1] Information Technology Teaching, China Educational Technology Association, 2012. The Education Specialty Committee pointed out in the Information Technology Curriculum Standard for basic Education: "the general goal of the information technology course in the basic education stage is to cultivate and improve the information literacy of the students." [2] with the further development of quality-oriented education, Modern education requires information technology education to improve students' information literacy. As an important part of information literacy, multi-evaluation ability should also be an indispensable part of information technology education objectives. Information technology classroom is an important way to cultivate high school students' information literacy. Therefore, it is very necessary to carry out the practical research on the cultivation strategy of high school students' multi-evaluation ability in the high school information technology classroom. According to the characteristics of high school students' psychological development, combined with the composition of information literacy, the objectives and tasks of high school information technology classroom and the characteristics of teaching activities, The multi-evaluation ability of senior high school students in the information technology classroom is divided into two levels: the ability to evaluate people and the ability to evaluate things. Then the evaluation ability of the human being is further divided into two secondary elements: the evaluation ability of classmates and the self-evaluation ability; The evaluation ability of things is divided into four secondary elements: the evaluation ability of operation, the evaluation ability of works, the evaluation ability of learning activities and the evaluation ability of classroom teaching. Based on constructivism learning theory and multi-intelligence theory, this paper combines the psychological characteristics and learning characteristics of senior high school students, according to the curriculum standards and requirements of high school information technology, and the characteristics of teaching content of information technology in senior high schools. To develop a set of strategies to cultivate the multi-evaluation ability of senior high school students in the information technology classroom, including: 1. The strategy of giving full play to the students' subjectivity; 2. 3. Strategies for creating a good assessment environment; 3. Strategies for carrying out multiple evaluation activities; 4. Strategies for evaluation guidance; 5. The strategy of using classroom evaluation gauges to guide evaluation; 6. Pay attention to the strategy of cultivating the ability of reflection. Then apply the training strategy to the high school information technology classroom teaching practice, verify the effectiveness of the proposed strategy, stimulate students' learning interest and learning enthusiasm, enhance students' enthusiasm for participating in classroom learning activities, and create a relaxed environment. Harmonious teaching environment to improve students' ability of multi-evaluation. The research methods used in this study include literature research, educational experiment, educational measurement and statistical analysis. In this study, a single factor non-equivalent two groups of pre-and post-test model was used to verify the effectiveness of the above-mentioned training strategy, and two classes with the same level in the first grade of a senior high school in Dingtao County, Shandong Province were selected as experimental class and control class. In the course of one semester's teaching experiment, the multi-evaluation ability training strategy was applied to the experimental class, and the conventional teaching strategy was used in the control class. Before and after the teaching experiment, the multi-evaluation ability scale was used to test the students' multi-evaluation ability before and after the experiment, and the final examination scores of the students after the experiment were obtained. Finally, the data are counted, analyzed and compared in order to verify whether the training strategy of multi-evaluation ability of senior high school students is effective in improving students' multi-evaluation ability in the classroom teaching of information technology in senior high school. Through the statistical analysis of the experimental data, the following conclusions are drawn: the cultivation strategy of the multi-evaluation ability of senior high school students in the information technology classroom can significantly improve the students' multi-evaluation ability, improve the students' classroom performance, and improve the quality of classroom teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67
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