任务驱动教学法在中小学信息技术教学中的应用研究

论文编号:JYX016 论文字数:17945.页数:32

摘 要

随着社会信息化的发展，信息素养已日益成为信息社会公民不可或缺的组成部分。信息技术课也在中小学的课程中占有越来越大的比例，为了适应信息社会对人才的要求，我们的教育观念、教学模式以及学生的学习方式必须改变，与其它课程相比较，信息技术课有着鲜明的特点，即较强的实践性、综合性、应用性和极富创造性、明显的时代发展性。目前课程所采用的教学模式仍然是传统的知识传授方式，并辅助以上机实践。这种教学方式很难使学生以原有的知识为载体进行知识的综合、运用及创新。任务驱动教学这一教学模式旨在培养学生分析问题、解决问题和自主协作学习能力等多方面的综合能力。

本文采用文献检索法、实验法、问卷调查法等研究方法，在中学《信息技术》课程中实施任务驱动教学，设计任务驱动教学型的教学案例，通过对调查问卷和上课实践分析，得出运用任务驱动教学法能有效提高课堂教学效果和学生自主学习能力。

关键词：任务驱动，任务设计，信息技术课

ABSTRACT

As the development of socialist informationize, information literacy has become an essential proportion of citizens’ attainment in information society. And information technology courses are forming a larger and larger proportion. In order to adapt to the needed of talented people. In the information society , the conceptions of education as well as students’ studying methods and model must be changed. Comparing with other courses, information technology course has its own distinctive feature that is practicality comprehensiveness, application, creativity and obvious era development.. The type of instruction in this course is still traditional knowledge initiation assisting operating practice on computer. This kind of made is hard to help students with knowledge conclusion, utilization and creation using original knowledge. task-based learning aims to help students build comprehensive ability in several aspects such as problem analysis, solving, independent learning and cooperative learning. Task-based learning conforms to goal of training students of information technology subject.

This article adopts research methods of documentation retrieval, experimentation questionnaires and comparison. Meanwhile, the author use task-based learning in secondary school and design teaching case based on task-learning teaching. Through questionnaires and school practice, getting the conclusion that task-based learning can improve class efficiency and students’ ability of self-study.

Keywords: task based learning, task design, information technology course

目 录

摘 要I

ABSTRACTII

第1章 引 言1

1.1 研究背景1

1.2 研究现状2

1.3研究内容3

第2章 任务驱动教学法5

2.1 任务驱动教学法概述5

2.1.1 任务驱动教学法的定义5

2.1.2 任务驱动教学法的内涵和特征5

2.2任务驱动教学法的理论基础7

2.2.1 建构主义学习理论7

2.2.2 多元智力理论7

2.2.3卡尔·罗杰斯人本主义心理学9

2.3任务驱动教学法的设计原则10

2.3.1 教师主导原则10

2.3.2 学生主体原则10

2.3.3 任务主线原则11

第3章 任务驱动教学法的设计与实施12

3.1 任务驱动教学法运用于信息技术课中12

3.2 任务驱动教学法的设计与实施12

3.2.1 创设情景，激情导入12

3.2.2 学生为主体，教师为主导13

3.2.3 交流讨论，解决问题13

3.2.4 检查结果，总结经验13

3.3 教学过程中的几个注意的问题14

3.3.1 正确的方法作为向导14

3.3.2 任务要在愉快的环境中完成14

3.3.3 任务要让学生积极投入14

第4章 任务驱动教学法课例16

第5章 教学效果调查分析19

5.1学生问卷19

5.2数据分析20

第6章 任务驱动教学法的总结与反思22

6.1实践结论22

6.2教学反思23

第7章 结束语25

致 谢26

参考文献27