本文選題：探究式教學(xué) + Scratch課程　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)水平的不斷更新與進(jìn)步,伴之以更為多元的教學(xué)形式適應(yīng)更為開(kāi)放的教學(xué)環(huán)境�；趧�(chuàng)客和STEAM背景,信息技術(shù)教學(xué)更為強(qiáng)調(diào)培養(yǎng)學(xué)生的創(chuàng)新精神和信息素養(yǎng)。鑒于Scratch課程實(shí)踐性和創(chuàng)新性的特點(diǎn)與探究式教學(xué)注重教學(xué)體驗(yàn)和教學(xué)創(chuàng)新的特質(zhì)相吻合,Scratch課程中的探究式教學(xué)有助于培養(yǎng)學(xué)生的主動(dòng)學(xué)習(xí)習(xí)慣和良好的信息素養(yǎng)。本研究首先通過(guò)文獻(xiàn)研究法對(duì)探究式教學(xué)、Scratch課程和教學(xué)設(shè)計(jì)進(jìn)行了概念界定;其次通過(guò)調(diào)查問(wèn)卷和調(diào)研初步了解小學(xué)探究教學(xué)現(xiàn)狀和學(xué)生探究學(xué)習(xí)情況。在此基礎(chǔ)上對(duì)探究式教學(xué)在小學(xué)Scratch課程中的教學(xué)模式進(jìn)行框架構(gòu)建,并依此框架進(jìn)行教學(xué)設(shè)計(jì)。鑒于Scratch程序設(shè)計(jì)的三大基本結(jié)構(gòu),教學(xué)設(shè)計(jì)分別從順序結(jié)構(gòu)、循環(huán)結(jié)構(gòu)和選擇結(jié)構(gòu)進(jìn)行教學(xué)實(shí)踐研究。研究結(jié)果表明:探究式教學(xué)在Scratch課程中讓學(xué)生由被動(dòng)接收者變成了主動(dòng)的探究者,大部分學(xué)生會(huì)主動(dòng)去發(fā)現(xiàn)問(wèn)題、研究問(wèn)題、解決問(wèn)題和總結(jié)問(wèn)題;探究式教學(xué)更注重的是探究過(guò)程中的參與體驗(yàn),這有助于培養(yǎng)學(xué)生知識(shí)建構(gòu)和解決問(wèn)題的能力;探究式教學(xué)有助于培養(yǎng)學(xué)生的創(chuàng)新精神,學(xué)生思維更加開(kāi)闊,學(xué)習(xí)結(jié)果呈現(xiàn)更加多樣性。但是也存在一些疑惑,首先是課堂效率,探究式教學(xué)需要更多的課堂教學(xué)時(shí)間,對(duì)于固定的授課時(shí)間和授課內(nèi)容怎么樣才能提高學(xué)生的探究學(xué)習(xí)效率;其次,培養(yǎng)學(xué)生的探究能力和探究習(xí)慣需要一個(gè)漫長(zhǎng)過(guò)程。研究認(rèn)為教師應(yīng)注重對(duì)探究過(guò)程的引導(dǎo),探究的核心不在于要解決的教學(xué)任務(wù),而在于教學(xué)過(guò)程中學(xué)生探究能力和習(xí)慣的培養(yǎng)。教師要堅(jiān)持科學(xué)的教育理念,以學(xué)生為中心,引導(dǎo)學(xué)生主動(dòng)進(jìn)行知識(shí)建構(gòu)。教師在探究教學(xué)中是組織者和引導(dǎo)者,不能完全放任學(xué)生無(wú)目的自主探究,不能只注重探究形式而忽略了探究本質(zhì)。
[Abstract]:With the continuous renewal and progress of information technology, it adapts to a more open teaching environment with more diversified teaching forms. Based on the background of creators and STEAM, IT teaching emphasizes the cultivation of students' innovative spirit and information literacy. In view of the fact that the practical and innovative characteristics of Scratch course coincide with the characteristics of inquiring teaching focusing on teaching experience and teaching innovation, the inquiring teaching in scratch course is helpful to cultivate students' active learning habits and good information literacy. This research firstly defines the concept of inquiry-based teaching scratch curriculum and teaching design through literature research, and then through questionnaires and surveys to understand the current situation of inquiry teaching in primary schools and students' inquiry learning. On the basis of this, the teaching mode of inquiry teaching in primary school Scratch curriculum is constructed, and the teaching design is carried out according to this framework. In view of the three basic structures of Scratch programming, teaching design is studied from sequence structure, cyclic structure and selective structure respectively. The results show that inquiry teaching makes students change from passive receiver to active inquiring person in Scratch course. Most students will actively find problems, research problems, solve problems and summarize problems. Inquiry teaching pays more attention to the experience of participation in the process of inquiry, which helps to cultivate students' ability of knowledge construction and problem-solving, inquiry teaching helps to cultivate students' spirit of innovation, and students' thinking is wider. Learning results are more diverse. But there are also some doubts, first is classroom efficiency, inquiry teaching needs more classroom teaching time, for the fixed teaching time and teaching content to improve students' inquiry learning efficiency; second, It takes a long process to cultivate students' inquiry ability and habit. The study holds that teachers should pay attention to the guidance of the inquiry process, and the core of inquiry lies not in the teaching task to be solved, but in the cultivation of the students' inquiry ability and habit in the teaching process. Teachers should adhere to scientific educational concept, take students as the center and guide students to construct knowledge actively. Teachers are organizers and guides in inquiry teaching. They cannot completely allow students to explore aimlessly and independently. They cannot only pay attention to the form of inquiry and ignore the essence of inquiry.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.58

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本文編號(hào)：1893549