本文選題：信息化環(huán)境 + 翻轉(zhuǎn)課堂��； 參考：《陜西理工大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)的迅猛發(fā)展和教育教學(xué)觀念的不斷更新,現(xiàn)代教育技術(shù)與學(xué)科教學(xué)不斷融合,教育教學(xué)領(lǐng)域正在經(jīng)歷著一場(chǎng)由科學(xué)技術(shù)主導(dǎo)的巨大改革�！胺D(zhuǎn)課堂”作為一種基于信息技術(shù)的新的教學(xué)模式,為語(yǔ)文教育教學(xué)改革注入了活力。翻轉(zhuǎn)課堂與語(yǔ)文教學(xué)的深度融合,必將推動(dòng)語(yǔ)文教育教學(xué)的改革發(fā)展,提高語(yǔ)文教學(xué)的有效性,全面提升語(yǔ)文教學(xué)質(zhì)量。翻轉(zhuǎn)課堂以構(gòu)建主義、研究性教學(xué)、行為主義學(xué)習(xí)、對(duì)話教學(xué)、精熟教學(xué)法等作為理論基礎(chǔ),體現(xiàn)了以人為本的思想及自主、合作、探究新課程教學(xué)理念�；谥貞c聚奎中學(xué)、深圳南山實(shí)驗(yàn)學(xué)校、昌樂一中等學(xué)校翻轉(zhuǎn)課堂實(shí)踐經(jīng)驗(yàn)的總結(jié),并通過對(duì)本地三所學(xué)校教師、學(xué)生及家長(zhǎng)“教師信息技術(shù)水平”“教師對(duì)翻轉(zhuǎn)課堂的認(rèn)可度”“學(xué)生家校使用電腦情況”“學(xué)生信息技術(shù)水平”“現(xiàn)有課堂教學(xué)喜歡程度分析及理想學(xué)習(xí)方式”等問題的調(diào)查,可以看出,翻轉(zhuǎn)課堂在語(yǔ)文課程中的運(yùn)用是十分必要而且切實(shí)可行的。教師的翻轉(zhuǎn)課堂理念、學(xué)生的興趣及家長(zhǎng)的支持是翻轉(zhuǎn)課堂實(shí)施的條件,語(yǔ)文教師的專業(yè)性、優(yōu)質(zhì)的微課、配套的學(xué)習(xí)環(huán)境、合理的語(yǔ)文課堂設(shè)計(jì)是翻轉(zhuǎn)課堂實(shí)施的基本要素。從三所學(xué)校語(yǔ)文翻轉(zhuǎn)課堂實(shí)踐探索來(lái)看,語(yǔ)文翻轉(zhuǎn)課堂有一般模式和特殊模式兩種。一般模式,適應(yīng)于校內(nèi)外信息化程度較高的學(xué)習(xí)環(huán)境,其流程為課前翻轉(zhuǎn)——學(xué)生自主預(yù)習(xí)、課堂翻轉(zhuǎn)——師生、生生積極互動(dòng)、課后翻轉(zhuǎn)——運(yùn)用微課深化學(xué)習(xí);特殊模式,適應(yīng)于校內(nèi)外信息化環(huán)境較低的學(xué)習(xí)環(huán)境,其實(shí)質(zhì)是變課外翻轉(zhuǎn)為課內(nèi)翻轉(zhuǎn),先課內(nèi)自學(xué),再課內(nèi)互動(dòng)。語(yǔ)文翻轉(zhuǎn)課堂與傳統(tǒng)課堂相比,其實(shí)質(zhì)是教學(xué)目標(biāo)上從“教的目標(biāo)”轉(zhuǎn)向“學(xué)的目標(biāo)”,教學(xué)過程從線性轉(zhuǎn)向非線性,教學(xué)方法從授受型轉(zhuǎn)向互動(dòng)型,教學(xué)評(píng)價(jià)的內(nèi)容、主體、方式從單一性轉(zhuǎn)向多元化的過程。語(yǔ)文翻轉(zhuǎn)課堂優(yōu)勢(shì)表現(xiàn)在,可以幫助學(xué)生實(shí)現(xiàn)創(chuàng)造性自主學(xué)習(xí),促進(jìn)師生教師轉(zhuǎn)變與課堂互動(dòng),便于教師及時(shí)并有針對(duì)性的為學(xué)生解決問題,實(shí)現(xiàn)了語(yǔ)文教育人機(jī)勞動(dòng)分工,促進(jìn)學(xué)生思維品質(zhì)全面提升。當(dāng)下的語(yǔ)文翻轉(zhuǎn)課堂存在著學(xué)生主體地位傾向絕對(duì)化,教學(xué)資源唯一化,思維培養(yǎng)的定向化,情感、態(tài)度、價(jià)值觀的正確導(dǎo)向缺失、語(yǔ)文翻轉(zhuǎn)課堂的過分肯定等問題,有的放矢,采取恰當(dāng)?shù)膶?duì)策,才能使語(yǔ)文翻轉(zhuǎn)課堂少走彎路,更有實(shí)效�；ヂ�(lián)網(wǎng)的普及和計(jì)算機(jī)技術(shù)在教育領(lǐng)域的應(yīng)用,使翻轉(zhuǎn)課堂教學(xué)模式變得可行和現(xiàn)實(shí),翻轉(zhuǎn)課堂在語(yǔ)文教學(xué)中的應(yīng)用,更是為語(yǔ)文學(xué)習(xí)提供了新的理念和新的學(xué)習(xí)方法。但是,語(yǔ)文翻轉(zhuǎn)課堂的應(yīng)用不是對(duì)傳統(tǒng)語(yǔ)文教學(xué)的否定。傳統(tǒng)語(yǔ)文教學(xué)方式在涌現(xiàn)出弊端的同時(shí),仍然有其優(yōu)越性的一面,因此,在語(yǔ)文教學(xué)中,要依據(jù)課文內(nèi)容和特點(diǎn),既要保留傳統(tǒng)教學(xué)的優(yōu)點(diǎn),又要發(fā)揮翻轉(zhuǎn)課堂的長(zhǎng)處,二者優(yōu)化整合,使語(yǔ)文教學(xué)與時(shí)俱進(jìn),更加高效。
[Abstract]:With the rapid development of information technology and the renewal of educational and teaching concepts, modern educational technology and subject teaching are merging continuously, and the field of education and teaching is undergoing a huge reform led by science and technology. As a new teaching mode based on information technology, "flipping classroom" has injected vitality into the reform of Chinese teaching. The deep fusion of flipping classroom and Chinese teaching will promote the reform and development of Chinese education and teaching, improve the effectiveness of Chinese teaching and improve the quality of Chinese teaching in an all-round way. Based on constructionism, research-based teaching, behaviorism learning, dialogue teaching and proficient teaching method, the flipping classroom embodies the people-oriented thought and autonomy, cooperation, and explores the new curriculum teaching idea. Based on the summary of the practical experience of Chongqing Jukui Middle School, Shenzhen Nanshan Experimental School, Changle No. 1 Middle School, and through the teachers of three local schools, Students and parents "Teachers' Information Technology level" Teachers' recognition of flipping classroom "," students' use of computer in Home and School "," students' Information Technology level "present classroom Teaching liking degree and ideal Learning Mode" "etc. It can be seen that the use of flip classroom in Chinese curriculum is very necessary and feasible. Teachers' idea of flipping classroom, students' interest and parents' support are the conditions of flipping classroom implementation. Chinese teachers' professionalism, high quality micro-class, matching learning environment and reasonable Chinese classroom design are the basic elements of flipping classroom implementation. From the exploration of three schools' Chinese flipping classroom practice, there are two kinds of Chinese flipping classroom: general mode and special mode. General mode, adapted to the learning environment with high level of information inside and outside the school, its flow is pre-class flipping-students' autonomous preview, classroom flipping-teachers and students, positive interaction between students and students, after-class flipping-using micro-lessons to deepen learning; special mode, To adapt to the learning environment of low information environment in and out of school, its essence is to change the extra-curricular turnover into the in-class flipping, first self-study in class, and then interact in class. Compared with the traditional classroom, the essence of the Chinese flipping classroom is to change the teaching goal from the "teaching goal" to the "learning goal", the teaching process from the linear to the nonlinear, the teaching method from the teaching type to the interactive type, the content and the subject of the teaching evaluation. The process of changing from singularity to diversification. The advantages of Chinese flipping classroom can help students to realize creative independent learning, promote teachers and students to change and interact with classroom, facilitate teachers to solve problems for students in time and pertinently, and realize the division of labor between man and machine in Chinese education. To promote the overall improvement of students' thinking quality. At present, there are some problems in the Chinese flipping classroom, such as the absolute tendency of students' dominant position, the uniqueness of teaching resources, the orientation of thinking cultivation, the lack of correct orientation of emotion, attitude, and values, the over-affirmation of Chinese flipping classroom, etc. Only by taking appropriate countermeasures, can we make the Chinese flipping classroom less detours and more effective. The popularization of the Internet and the application of computer technology in the field of education make the flipping classroom teaching mode feasible and realistic. The application of flip classroom in Chinese teaching provides new ideas and new learning methods for Chinese learning. However, the application of Chinese flipping classroom is not the negation of traditional Chinese teaching. The traditional Chinese teaching method has its advantages while it emerges its disadvantages. Therefore, according to the content and characteristics of the text, it is necessary to retain the advantages of traditional teaching and to give full play to the advantages of flipping the classroom. The optimization and integration of the two make Chinese teaching keep pace with the times and become more efficient.
【學(xué)位授予單位】：陜西理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.3

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本文編號(hào)：2015329