【摘要】：隨著時(shí)代的發(fā)展,國際社會(huì)對(duì)創(chuàng)新人才的需求越來越大。習(xí)近平總書記說,人才是創(chuàng)新的根基,創(chuàng)新驅(qū)動(dòng)實(shí)質(zhì)上是人才驅(qū)動(dòng)。我國也一直在探索創(chuàng)新型人才的培養(yǎng)模式,因此,研究性學(xué)習(xí)這個(gè)話題一直受到國內(nèi)外專家學(xué)者的追捧。研究性學(xué)習(xí)不僅可以鍛煉學(xué)生的創(chuàng)新思維和實(shí)踐能力,而且能夠培養(yǎng)學(xué)生的合作精神,提高學(xué)生搜集信息、處理信息的能力,促進(jìn)學(xué)生全面發(fā)展,使學(xué)生樹立終身學(xué)習(xí)的理念。科學(xué)技術(shù)的迅猛發(fā)展,也讓“信息技術(shù)”這個(gè)詞變得耳熟能詳,學(xué)校和學(xué)生家庭信息裝備水平的不斷提高,學(xué)生掌握和應(yīng)用信息技術(shù)的能力也在不斷增強(qiáng)。令人遺憾的是,在信息技術(shù)日益受到重視的背景下,教學(xué)內(nèi)容陳舊,課程設(shè)置過于僵化,教學(xué)模式墨守成規(guī),這些都是中小學(xué)信息技術(shù)教育課程面臨的問題。學(xué)校的信息技術(shù)教育課程已經(jīng)遠(yuǎn)遠(yuǎn)不能滿足學(xué)生的要求,社會(huì)上甚至出現(xiàn)了停止開設(shè)信息技術(shù)課程的聲音。但是另一方面,各種新技術(shù)、新軟件和新方法的不斷涌現(xiàn),讓學(xué)生們非�？释私夂驼J(rèn)識(shí)這些新技術(shù)。因此,本文希望通過對(duì)研究性學(xué)習(xí)模式的研究,試圖打造新型的信息技術(shù)課堂,并對(duì)中小學(xué)信息技術(shù)課程的改革提出一己之見。本文綜合運(yùn)用了文獻(xiàn)研究法、問卷調(diào)查法、實(shí)踐探索法、實(shí)踐研究法等開展研究,本文所做的主要工作如下：1.介紹了研究問題提出的背景,國內(nèi)外研究現(xiàn)狀,闡述了課題研究的目的和意義。2.詳細(xì)闡述了研究性學(xué)習(xí)的內(nèi)涵、基本特征及理論依據(jù),提出新的見解。并對(duì)研究性學(xué)習(xí)中的師生關(guān)系和評(píng)價(jià)機(jī)制進(jìn)行了分析。3.結(jié)合對(duì)當(dāng)前初中信息技術(shù)課的特點(diǎn)和教學(xué)現(xiàn)狀的分析,說明了在信息技術(shù)課程中開展研究性學(xué)習(xí)的必要性,同時(shí)提出在信息技術(shù)課中實(shí)施研究性學(xué)習(xí)的條件和原則,為在信息技術(shù)課中有效地實(shí)施研究性學(xué)習(xí)提供切實(shí)保障。4.對(duì)我國傳統(tǒng)的教學(xué)模式進(jìn)行剖析,分析其中存在的弊病與不足。然后結(jié)合信息技術(shù)課程的特點(diǎn)及優(yōu)勢,構(gòu)建了四種適應(yīng)時(shí)代發(fā)展和教學(xué)現(xiàn)狀的研究性學(xué)習(xí)模式,并在大豐市白駒鎮(zhèn)第二中學(xué)初二學(xué)生中實(shí)施進(jìn)行了實(shí)踐教學(xué)。同時(shí),對(duì)案例的實(shí)施情況進(jìn)行了詳細(xì)分析,力爭從理論與實(shí)踐兩個(gè)方面對(duì)初中信息技術(shù)課程的研究性學(xué)習(xí)模式進(jìn)行全面探索。5.本文通過實(shí)驗(yàn)班、對(duì)照班的對(duì)比實(shí)驗(yàn),用SPSS軟件分析實(shí)驗(yàn)結(jié)果,驗(yàn)證了研究性學(xué)習(xí)模式在初中信息技術(shù)課程教學(xué)中的可行性與有效性,得出了本課題的主要結(jié)論。最后對(duì)研究中的不足之處進(jìn)行總結(jié)和反思,并對(duì)初中信息技術(shù)課程研究性學(xué)習(xí)模式的后續(xù)研究提出了建議。本論文最大的創(chuàng)新之處在于,對(duì)3種在國內(nèi)廣泛使用的研究性學(xué)習(xí)模式進(jìn)行新的補(bǔ)充,并對(duì)現(xiàn)在風(fēng)靡全球的“翻轉(zhuǎn)課堂”研究性學(xué)習(xí)模式提出自己的想法和見解,并在信息技術(shù)課程中進(jìn)行了實(shí)踐,希望能對(duì)目前我國的“翻轉(zhuǎn)課堂”研究性學(xué)習(xí)模式的探索起到拋磚引玉的作用。
[Abstract]:With the development of the times, the international community needs more and more innovative talents. Xi Jinping said that talent is the foundation of innovation, innovation drive is essentially talent-driven. China has also been exploring the mode of training innovative talents, so the topic of research learning has been sought after by experts and scholars at home and abroad. Research learning can not only train students' innovative thinking and practical ability, but also cultivate students' spirit of cooperation, improve students' ability to collect information and deal with information, promote students' all-round development and make students set up the concept of lifelong learning. With the rapid development of science and technology, the word "information technology" has become familiar, the level of information equipment in schools and students' families has been improved, and the ability of students to master and apply information technology has also been enhanced. It is regrettable that under the background of information technology being paid more and more attention, the teaching content is old, the curriculum is too rigid, and the teaching mode is conformable. These are the problems faced by the information technology education curriculum in primary and secondary schools. The school information technology education curriculum has been far from meeting the requirements of the students, and the society has even stopped offering information technology courses. But on the other hand, the continuous emergence of new technologies, new software and new methods makes students eager to understand and understand these new technologies. Therefore, this paper hopes to try to create a new information technology classroom through the research of the research learning model, and to put forward some opinions on the reform of the information technology curriculum in primary and secondary schools. This article synthetically uses the literature research method, the questionnaire survey method, the practice exploration method, the practice research method and so on. The main work of this paper is as follows: 1. This paper introduces the background of the research problem, the present situation of the research at home and abroad, and expounds the purpose and significance of the research. 2. This paper expounds in detail the connotation, basic characteristics and theoretical basis of research-based learning, and puts forward new opinions. At the same time, the relationship between teachers and students and the evaluation mechanism in inquiry learning are analyzed. 3. Based on the analysis of the characteristics of the information technology course in junior high school and the present teaching situation, this paper explains the necessity of carrying out the research study in the information technology course, and puts forward the conditions and principles of carrying out the research study in the information technology course. For the effective implementation of information technology in the study of learning to provide a practical guarantee. 4. This paper analyzes the traditional teaching mode of our country, and analyzes its shortcomings and shortcomings. Then combined with the characteristics and advantages of the information technology curriculum, four kinds of research-oriented learning models adapted to the development of the times and the present teaching situation were constructed, and the practice teaching was carried out among the second middle school students in Baijuzhen, Dafeng City. At the same time, this paper makes a detailed analysis of the implementation of the case, and tries to explore the research-oriented learning model of IT courses in junior high school from the two aspects of theory and practice. Through the comparative experiment of the experimental class and the control class, and the analysis of the experimental results with SPSS software, this paper verifies the feasibility and effectiveness of the research learning model in the junior high school information technology course teaching, and draws the main conclusions of this subject. Finally, this paper summarizes and reflects on the shortcomings of the research, and puts forward some suggestions for the follow-up research on the research learning model of information technology curriculum in junior high school. The biggest innovation of this paper is to supplement the three widely used research learning models in China, and put forward their own ideas and opinions to the "flip classroom" research learning model, which is popular all over the world. In the course of information technology, it is hoped that the exploration of the "flip classroom" research learning mode in our country will serve as a starting point.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.67

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