本文選題：學習自主性 + 翻轉課堂�。� 參考：《華東師范大學》2017年碩士論文

【摘要】：隨著信息技術在教育領域的滲透與發(fā)展,翻轉課堂應運而生,并于2011年在我國開始推廣實施。翻轉課堂作為一種新型的教學模式,由于教師教學方式與學生學習方式的轉變,更加強調了學生的學習自主性。本研究調查發(fā)現(xiàn),翻轉課堂教學模式雖在提升學生學習自主性方面得到了教師的贊同與認可,但班級中學習自主性較高的學生人數(shù)占班級總學生人數(shù)的比例并不高,一定程度上也影響著翻轉課堂教學的質量。本研究在已有理論和實證研究的基礎上,選取初中生作為研究對象,聚焦翻轉課堂教學模式,對學習自主性進行了調查研究。本研究將學習自主性劃分為四個評價維度,即學習動機、學習規(guī)劃、學習環(huán)境、學習反思。學習動機是學生學習過程中的自我認識階段,學習規(guī)劃是自我選擇階段,學習環(huán)境是自我支持條件,學習反思是自我審視檢驗。其中,學習動機具體包括內部動機和外部動機;學習規(guī)劃包括學習目標、學習方法和學習時間;學習環(huán)境包括物質環(huán)境和人際環(huán)境;學習反思包括學習毅力、學習總結和學習評價。本研究主要通過采用文獻研究法、問卷調查法與訪談調查法,從每個維度依次展開,對翻轉課堂下初中生的學習自主性進行了全面的分析。調查結果顯示:第一,在學習動機維度,內部動機可總結為興趣與需要、滿足與成就兩類,且課前學習活動中興趣與需要動機占更大比例,而課上與課后學習活動中滿足與成就動機占更大比例;外部動機所占比例較小,主要來自老師規(guī)定、父母要求和同伴競爭。第二,在學習規(guī)劃維度,學習目標的整體制定情況較好,且課前側重于了解自身情況而制定學習目標,課上側重于明晰學習重點而制定學習目標,課后側重于拓展學習興趣而制定學習目標;學習方法的選取包括按照老師要求和根據(jù)個人喜好,且根據(jù)個人喜好所占比例更大;學習時間的管理分配情況整體較好。第三,在學習環(huán)境維度,物質環(huán)境可歸納為外界干擾、視頻質量、網(wǎng)絡游戲和網(wǎng)絡速度,且受網(wǎng)絡速度的影響更大;人際環(huán)境主要包括學生與老師、學生與父母以及學生與學生,且學生在學習活動中遇到困難時更傾向于選擇向老師尋求幫助。第四,在學習反思維度,學習毅力具體包括面臨干擾時、缺少監(jiān)督時以及遇到困難時能否堅持學習,且課上面臨干擾時的學習毅力高于課前與課后,課后缺少監(jiān)督時的學習毅力高于課前與課上,課上遇到困難時的學習毅力高于課前與課后;學習總結上,課后學生學習總結情況更好;學習評價上,課后學生學習評價情況更好。結合調查結果,本研究提出了初中生學習自主性的培養(yǎng)建議,分別是:第一,在學校層面,配備軟件和硬件設施,保證學習支持條件;完善相配套評價機制,重視自主學習能力。第二,在教師層面,精心制作教學微視頻,激發(fā)學生學習興趣;分層設計學習任務單,尊重學生個體差異;巧妙引導合作與互助,發(fā)揮榜樣帶頭作用。第三,在家長層面,利用網(wǎng)絡工具與媒介,加強與教師的交流;發(fā)展孩子興趣與愛好,減少課外學習負擔。
[Abstract]:With the infiltration and development of information technology in the field of education, flipped classes came into being and began to be implemented in China in 2011. As a new type of teaching mode, flipped class as a new teaching model emphasizes the autonomy of students because of the change of teachers' teaching methods and students' learning methods. Although the model has been approved and approved by teachers in improving students' learning autonomy, the proportion of students with higher learner autonomy in the class is not high, to a certain extent, it also affects the quality of the overturned classroom teaching. The research object, focusing on the overturning classroom teaching model, investigates the autonomy of learning. This study divides the learning autonomy into four evaluation dimensions, namely, learning motivation, learning planning, learning environment, and learning reflection. Learning motivation is the self recognition stage in the course of students' learning, learning planning is the stage of self selection, and the learning environment is a learning environment. It is self support condition, learning reflection is self-examination. Among them, learning motivation includes internal motivation and external motivation; learning planning includes learning goals, learning methods and learning time; learning environment includes material environment and interpersonal environment; learning introspection includes learning perseverance, learning summary and learning evaluation. By using the method of literature study, questionnaire survey and interview survey method, this paper carries out a comprehensive analysis of the learning autonomy of junior middle school students in the overturned class. The results show that: first, the internal motivation can be summed up as two categories of interest and need, satisfaction and achievement, and interest in pre class learning activities. There is a greater proportion of motivation and motivation. The proportion of satisfaction and achievement motivation is greater in class and after class. The proportion of external motivation is smaller, mainly from teachers, parents and peers. Second, in the dimension of learning planning, the overall formulation of learning goals is better, and it is focused on understanding the situation before class. Learning goals, focusing on clear learning focus and setting learning goals in class, focusing on developing learning interests and making learning goals after class. The selection of learning methods includes the teachers' requirements and personal preferences, and the proportion of individual preferences is greater; the management distribution of learning time is better. Third, in the learning environment. Dimension, the material environment can be summed up as external interference, video quality, network game and network speed, and greatly influenced by the speed of the network. The interpersonal environment mainly includes students and teachers, students and parents, students and students, and students are more inclined to seek help to teachers when they encounter difficulties in learning activities. Fourth, in the learning counter. The degree of thinking, learning perseverance, including the lack of supervision, and the difficulty of persevering in learning when confronted with the interference, the learning perseverance in the course of interference, is higher than that before and after class, and the learning perseverance in the absence of supervision after class is higher than that before and after class. After class, the students' learning summary is better. On the study evaluation, the students' learning evaluation is better after class. Combined with the results of the investigation, this study puts forward the training proposals for the autonomy of junior high school students. First, at the school level, it is equipped with software and hardware facilities to ensure the learning support conditions, perfect the matching evaluation mechanism, and attach importance to autonomous learning. Ability. Second, at the teacher level, meticulously making teaching micro video, stimulating students' interest in learning, designing study task sheets, respecting students' individual differences, guiding cooperation and mutual assistance and giving full play to the role of example. Third, on the parent level, using network tools and media, strengthening communication with teachers, developing children's interests and hobbies, and reducing The burden of extracurricular learning.

【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G632.4

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