本文選題：城鄉(xiāng)異地同步教學 + 教學設計　； 參考：《河北大學》2017年碩士論文

【摘要】：隨著網(wǎng)絡時代的到來,信息技術(shù)成為信息社會的核心生產(chǎn)力,同時也對基礎教育的變革產(chǎn)生了深遠的影響。但是目前我國城鄉(xiāng)二元結(jié)構(gòu)突出,造成了我國城鄉(xiāng)基礎教育發(fā)展不均衡的現(xiàn)象,并且由于人們長期存在城市就是要比農(nóng)村教育好,要向農(nóng)村輸出優(yōu)秀課程的觀點,導致農(nóng)村或者偏遠地區(qū)的孩子或者教師產(chǎn)生自卑的心理,又造成了心理上的城鄉(xiāng)不平衡。為了解決城鄉(xiāng)基礎教育發(fā)展不均衡的問題和心理不平衡的現(xiàn)象,通過信息網(wǎng)絡手段,有效利用城市和農(nóng)村或者偏遠地區(qū)的優(yōu)質(zhì)資源,結(jié)合城鄉(xiāng)異地同步教學模式,相互傳輸課程,進行有效的互補。依據(jù)社會建構(gòu)主義理論,情景學習理論和教育公平理論為理論指導,綜合城鄉(xiāng)異地教學中的特點,對城鄉(xiāng)異地同步教學模式的組成要素和運行模式進行分析,構(gòu)建了城鄉(xiāng)異地同步教學模式的基本模型。以河北小學、東良小學和坨南小學為鏈接學校進行實驗課,以河北小學為主場,東良小學為客場進行城市主場的教學,以坨南為主場,河北小學為客場進行農(nóng)村為主場的教學,結(jié)合具體的教學實踐案例,從教學設計和教學過程的層面進行分析城鄉(xiāng)異地同步教學模式的實踐過程和實踐效果,以及在實踐過程中存在的問題,再通過對三所學校參與實踐的教師和學生進行訪談,了解學生和教師的情感態(tài)度以及改進意見,總結(jié)出教師公平觀念不夠,教師工作任務繁重,學生積極性不高,設備存在缺陷等問題。最后,結(jié)合實踐應用現(xiàn)狀和研究結(jié)果提出了提高教師素質(zhì),創(chuàng)建網(wǎng)絡平臺,革新教學方法,加大支持力度,建設教育資源庫五個保障條件,來保障城鄉(xiāng)異地同步教學模式的順利開展。
[Abstract]:With the advent of the network era, information technology has become the core productivity of the information society, and has also had a profound impact on the reform of basic education. However, at present, the dual structure of urban and rural areas is prominent in our country, which has caused the unbalanced development of basic education in urban and rural areas, and because of the fact that people have long existed in cities to be better than rural education, they should export excellent courses to rural areas. Children or teachers in rural or remote areas have low self-esteem and psychological imbalance between urban and rural areas. In order to solve the problem of unbalanced development of basic education in urban and rural areas and the phenomenon of psychological imbalance, through the means of information network, we can effectively utilize the high quality resources of urban and rural areas or remote areas, and combine the synchronous teaching mode between urban and rural areas. Transfer courses to each other and effectively complement each other. Based on the theory of social constructivism, situational learning theory and educational equity theory, this paper analyzes the constituent elements and operation mode of synchronous teaching mode in urban and rural areas, which is based on the characteristics of teaching in urban and rural areas. The basic model of synchronous teaching model between urban and rural areas is constructed. With Hebei Primary School, Dongliang Primary School and Tuonan Primary School as the link schools, Hebei Primary School as the home, Dongliang Primary School as the away home, Tuonan as the home, Hebei Elementary School as the away country for the home teaching, Combined with specific teaching practice cases, this paper analyzes the practice process and practical effect of the synchronous teaching model in urban and rural areas from the level of teaching design and teaching process, as well as the problems existing in the process of practice. Then through the interview with teachers and students who participate in the practice in three schools, we can understand the emotional attitude of students and teachers and improve their opinions, and conclude that teachers' fair concept is not enough, teachers' work tasks are heavy, and students' enthusiasm is not high. The equipment has defects and so on. Finally, combined with the practical application situation and the research results, the paper puts forward five guarantee conditions: improving teachers' quality, creating network platform, innovating teaching methods, strengthening support, and constructing educational resource bank. To ensure the smooth development of urban and rural synchronous teaching mode.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G622.4

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