本文選題：分層教學(xué)法 + 中職學(xué)校��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：信息技術(shù)的進(jìn)步對(duì)社會(huì)的發(fā)展產(chǎn)生了極其巨大的影響,其影響波及到社會(huì)的各行各業(yè),也包括教育行業(yè),教育觀念與教學(xué)模式的不斷變化,使教育有了更大的發(fā)展空間。教育部大力提倡提高所有學(xué)生的信息化水平,現(xiàn)階段,很多學(xué)校(包括小學(xué)和中學(xué))普遍都開展了信息技術(shù)課,而在中職學(xué)校,“計(jì)算機(jī)基礎(chǔ)”課作為信息技術(shù)課的延伸,發(fā)揮著重要的作用。然而由于生源來源地不同,基礎(chǔ)、習(xí)慣各方面的差異較大,這就給教學(xué)帶來了挑戰(zhàn)。如果教師仍然像以前一樣采用比較傳統(tǒng)的教學(xué)模式,勢(shì)必會(huì)導(dǎo)致學(xué)習(xí)優(yōu)異的學(xué)生感覺沒有難度,沒有挑戰(zhàn),很輕松就能做出相應(yīng)題目,出現(xiàn)“吃不飽”的現(xiàn)象;對(duì)于學(xué)習(xí)中等的學(xué)生則是掌握得不是很扎實(shí),出現(xiàn)“吃不好”的現(xiàn)象;而對(duì)于學(xué)習(xí)困難的學(xué)生卻感覺自己掌握不了那么多知識(shí),出現(xiàn)越來越聽不懂,費(fèi)半天勁也做不出來,于是越來越想放棄學(xué)習(xí),出現(xiàn)“吃不了”的現(xiàn)象。這樣的教學(xué),必然不能面向全體學(xué)生,也不能照顧到學(xué)生的個(gè)體差異,更無法貫徹國(guó)家提倡的全面發(fā)展,不利于學(xué)生的充分發(fā)展,班級(jí)內(nèi)學(xué)生對(duì)知識(shí)的理解與掌握程度差異越來越大,長(zhǎng)此以往還不利于教師的成長(zhǎng)與經(jīng)驗(yàn)積累。面對(duì)這些現(xiàn)實(shí),在教學(xué)中我們采用什么樣的教學(xué)模式才能促進(jìn)每個(gè)學(xué)生的充分發(fā)展?怎樣才能更好地調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性?怎樣才能做到教學(xué)相長(zhǎng)?本研究針對(duì)中職學(xué)校“計(jì)算機(jī)基礎(chǔ)”課程中學(xué)生信息技術(shù)水平差異較大的現(xiàn)狀,以因材施教理論、掌握學(xué)習(xí)理論、最近發(fā)展區(qū)理論、皮格馬利翁效應(yīng)及多元智能理論為理論基礎(chǔ),經(jīng)過長(zhǎng)期教學(xué)一線的工作積累,對(duì)本校金融39班學(xué)生進(jìn)行了分層教學(xué)法在“計(jì)算機(jī)基礎(chǔ)”課程中的應(yīng)用研究。在教學(xué)中實(shí)行了班內(nèi)隱性分層教學(xué),通過調(diào)查問卷、測(cè)試等形式,分析進(jìn)行分層教學(xué)前后的數(shù)據(jù),總結(jié)出分層教學(xué)對(duì)提高學(xué)生學(xué)習(xí)“計(jì)算機(jī)基礎(chǔ)”課的興趣、對(duì)每個(gè)學(xué)生的學(xué)習(xí)進(jìn)步、對(duì)提高教學(xué)效果、對(duì)教師教學(xué)水平的提高都有一定的作用。經(jīng)過一學(xué)期的教學(xué)實(shí)踐,發(fā)現(xiàn)學(xué)生總體都在原有的基礎(chǔ)上有了一定的進(jìn)步,尤其可以更好地促進(jìn)潛力層和拼搏層學(xué)生的學(xué)習(xí)。總之,分層教學(xué)法可以提高學(xué)生學(xué)習(xí)的積極性和主動(dòng)性,提高學(xué)生學(xué)習(xí)成績(jī),促進(jìn)學(xué)生自身發(fā)展,讓學(xué)生在自己原有基礎(chǔ)上有所進(jìn)步,有效提高教學(xué)質(zhì)量和教學(xué)效果,還可以提高教師自身教學(xué)水平和分析問題、解決問題能力,希望能為中職學(xué)校其他課程教學(xué)提供借鑒。本論文共分為五部分。第一部分:緒論,主要介紹了本研究的背景、意義及研究方法。第二部分:研究的現(xiàn)狀分析及概念界定,主要分析了分層教學(xué)法的國(guó)內(nèi)外現(xiàn)狀,并對(duì)本研究中分層教學(xué)法的相關(guān)概念進(jìn)行了界定。第三部分:研究的理論基礎(chǔ),主要闡述了本研究中用到的因材施教理論、掌握學(xué)習(xí)理論、最近發(fā)展區(qū)理論、皮格馬利翁效應(yīng)及多元智能理論。第四部分:分層教學(xué)在中職“計(jì)算機(jī)基礎(chǔ)”課程中的實(shí)驗(yàn)研究,具體包括實(shí)驗(yàn)的目的、實(shí)驗(yàn)的時(shí)間和實(shí)驗(yàn)對(duì)象的選取、實(shí)驗(yàn)變量及實(shí)驗(yàn)假設(shè)、實(shí)驗(yàn)實(shí)施步驟和實(shí)驗(yàn)結(jié)果,其中實(shí)驗(yàn)實(shí)施步驟又包括分層教學(xué)的學(xué)生分層、教學(xué)目標(biāo)分層、教學(xué)內(nèi)容分層、具體教學(xué)分層、教學(xué)評(píng)價(jià)分層等具體步驟,實(shí)驗(yàn)結(jié)果包括對(duì)后測(cè)調(diào)查問卷的數(shù)據(jù)分析、學(xué)生層次變化及學(xué)生成績(jī)的分析。第五部分:分層教學(xué)的研究總結(jié)與展望,具體包括分層教學(xué)實(shí)施中的優(yōu)點(diǎn)與不足,還有對(duì)分層教學(xué)在今后教學(xué)中實(shí)施的展望。
[Abstract]:The progress of information technology has a great influence on the development of the society. Its influence has spread to all walks of life of the society, including the education industry, the continuous change of education concept and teaching mode, which has made education more space for development. The Ministry of education is strongly advocating the improvement of all students' information level. At this stage, many schools (including In primary and secondary schools, the information technology course is widely carried out. In secondary vocational schools, the "computer based" course plays an important role as an extension of the information technology course. However, because of the different sources of origin, the differences in basic and customary aspects, it is a challenge to the teaching zone. The traditional teaching mode is bound to cause the students to learn not to be difficult, without challenge, and can easily make the corresponding problems, appear "eat not full" phenomenon; for the middle school students are not very solid, "eat bad" phenomenon, but for students with learning difficulties, they feel that they do not master the phenomenon. So many knowledge, more and more difficult to understand, more than half a day's strength can not come out, so more and more want to give up learning, "can not eat" phenomenon. This kind of teaching must not be for all students, and can not take care of the students' individual differences, more unable to carry out the overall development of the family advocated, not conducive to the full development of students, classes are not conducive to the full development of students, classes are not conducive to the development of classes. There is a growing difference in understanding and mastering of knowledge at the level of students. This is not conducive to the growth of teachers and the accumulation of experience in the past. What kind of teaching mode can we use in teaching to promote the full development of each student in the face of these realities? How can we better mobilize the initiative and enthusiasm of the students and how to do it According to the present situation of high school students' information technology level in secondary vocational school, this study is based on the theory of students in accordance with their aptitude, the theory of learning, the theory of the recent development zone, the Marley effect of PEG and the theory of multiple intelligences, and the accumulation of the work of the first line of teaching in the long term, and 39 of the school's finance. The class students have carried out the application of the stratified teaching method in the "computer foundation" course. In the teaching, the hidden stratified teaching in the class is carried out in the class. Through the questionnaire, test and other forms, the data are analyzed before and after the stratified teaching, and the interest of the stratified teaching for the students to improve the "computer foundation" course is summed up. Learning progress has a certain effect on improving the teaching effect and improving the teaching level of teachers. After a semester of teaching practice, it is found that students have made certain progress on the basis of the original basis. In particular, it can better promote the learning of the potential and the struggling students. In a word, the stratified teaching method can improve the students' learning. Polarity and initiative, improve students' academic achievements, promote students' own development, make students progress on their own basis, improve teaching quality and teaching effect, and improve teachers' teaching level and analysis problems, solve problems, and hope to provide reference for other courses in secondary vocational schools. The first part: introduction, the introduction mainly introduces the background, significance and research methods of this study. The second part: the analysis of the present situation and the definition of the concept, mainly analyzes the status of the stratified teaching method at home and abroad, and defines the related concepts of the stratified teaching method in this study. The third part is the theoretical basis of the study, mainly expounded. The theory of teaching in accordance with the aptitude used in this study, mastering the theory of learning, the theory of the recent development zone, the Marley effect of PEG and the theory of multiple intelligences. The fourth part: the experimental research on the course of the "computer foundation" in the secondary vocational school, including the purpose of the experiment, the time of the experiment and the selection of the experimental objects, the experimental variables and the experiment false. Setting, experimental implementation steps and experimental results, the experimental implementation steps include stratified teaching students stratification, teaching target stratification, teaching content stratification, specific teaching stratification, teaching evaluation and stratification and other specific steps, the experimental results include data analysis of the post survey questionnaire, student level changes and student performance analysis. Fifth Points: the research summary and Prospect of stratified teaching, including the advantages and disadvantages in the implementation of hierarchical teaching, as well as the prospect of stratified teaching in future teaching.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：TP3-4;G712.4

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