本文選題：中職教育 + CAD�。� 參考：《東北師范大學》2013年碩士論文

【摘要】：當前我國把發(fā)展職業(yè)教育作為重要的國家戰(zhàn)略之一，教育部提出到2020年要形成現(xiàn)代職業(yè)教育體系和增強職業(yè)教育吸引力。其中中等職業(yè)教育（簡稱中職）學習者年齡尚小，可塑性強，在職業(yè)教育中占有重要地位。建筑CAD是中職課程中實踐性較強的一門學科，教學中一般使用傳統(tǒng)“講授-演示-練習”三部曲教學方法，可由于中職學生大都基礎(chǔ)知識薄弱，學習動機不強，學生很容易將學習看做單純模仿和記憶老師的教學步驟，學習變得枯燥，學生不主動思考。這種“知其然，，不知其所以然”的教學模式阻礙中職CAD課程教學效率的提高。 本研究針對這一現(xiàn)象，在現(xiàn)行“以任務為主線、教師為主導、學生為主體”的任務驅(qū)動教學法基礎(chǔ)上，提出微任務驅(qū)動教學法的理念、教學內(nèi)涵、模式、流程和設(shè)計原則。此法進一步明確教學目標和過程，能更好的發(fā)揮學生在教學中的“主體”地位，提高他們主動學習的積極性，培養(yǎng)其分析問題、解決問題的能力。 本研究重點對《繪制地面拼花圖案——面域命令》這一教學內(nèi)容進行舉例設(shè)計，并分別使用傳統(tǒng)教學方法和微任務驅(qū)動教學法在長春物業(yè)管理學校建筑CAD課程中展開教學。通過觀察、測量和訪談的方法，分析使用不同教學法對中職CAD教學的不同影響。 研究最終得出結(jié)論，在中職學校實踐性較強的課堂教學中，微任務驅(qū)動教學法能夠彌補傳統(tǒng)教學中的一些不足，對于提高學習成績和學習動機、改善學習態(tài)度等方面效果明顯。
[Abstract]:At present, our country regards the development of vocational education as one of the important national strategies. The Ministry of Education proposes to form a modern vocational education system and enhance the attraction of vocational education by 2020. Secondary vocational education (short for secondary vocational school) learners are young and flexible, and play an important role in vocational education. Architectural CAD is a practical subject in secondary vocational courses. In general, the traditional teaching method of "teaching-demonstration and practice" trilogy is used in teaching, but because of the weakness of basic knowledge, the motivation of learning is not strong among secondary vocational school students. It is easy for students to see learning as a simple imitation and memory of the teacher's teaching steps, learning becomes boring, students do not actively think. This kind of teaching mode of "knowing why and knowing why" hinders the improvement of teaching efficiency of CAD course in secondary vocational school. This study aims at this phenomenon, on the basis of the current task-driven teaching method of "task-based, teacher-led, student-oriented", this paper puts forward the concept, teaching connotation, mode, flow and design principle of micro-task-driven teaching method. This method further clarifies the teaching goal and the process, can give play to the student's "main body" position in the teaching better, enhances their initiative study enthusiasm, trains their analysis problem, solves the problem ability. This study focuses on the design of the teaching content "drawing ground mosaic pattern-area command", and uses the traditional teaching method and micro-task-driven teaching method to carry out the teaching in the CAD course of Changchun property Management School. By means of observation, measurement and interview, this paper analyzes the different influences of different teaching methods on CAD teaching in secondary vocational schools. Finally, it is concluded that in the practical classroom teaching of secondary vocational schools, micro-task-driven teaching method can make up for some shortcomings in traditional teaching, and it has obvious effect on improving learning achievement and motivation, improving learning attitude and so on.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G712.4;G434

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