【正文】 29 第 四章 行動(dòng)研究 ??信息技術(shù)課翻轉(zhuǎn)實(shí)踐 . 32 具體方案 .32 實(shí)施過(guò)程 .33 調(diào)查分析翻轉(zhuǎn)課堂的教學(xué)成效 .35 自主學(xué)習(xí)意識(shí)方面 36 自主學(xué)習(xí)態(tài)度方面 37 自主學(xué)習(xí)行為方面 38 對(duì)翻轉(zhuǎn)課堂教學(xué)模式體驗(yàn)情況 ..38 第五章 啟示與反思 40 翻轉(zhuǎn)課堂帶來(lái)的啟示 40 實(shí)施翻轉(zhuǎn)課堂的反思 41 結(jié)束語(yǔ) 43 附錄 1:中學(xué)生學(xué)習(xí)方式調(diào)查問(wèn)卷 44 附錄 2:采用翻轉(zhuǎn)課堂教學(xué)模式教學(xué)成效調(diào)查問(wèn)卷 . 46 參考文獻(xiàn) 48 后 記 50IV 碩士論文 :在高中信息技術(shù)教學(xué)中實(shí)施翻轉(zhuǎn)課堂教學(xué)模式的實(shí)踐研究 第一章 緒論 在 21 世紀(jì)知識(shí)經(jīng)濟(jì)蓬勃發(fā)展的時(shí)代 ,伴隨著信息技術(shù)的發(fā)展及其在教育領(lǐng)域 的推廣與應(yīng)用 ,它給我們未來(lái)的教育帶來(lái)了機(jī)遇 ,也帶來(lái)了巨大的挑戰(zhàn)。 teaching mode。 learning style, we should take the school own characteristic and their own flip classroom teaching mode into consideration Key words: flip class。 autonomous learning ability, promote the cooperation between the students, and create a personalized learning environmentThrough the analysis of the classroom theoretical study and teaching practice at home and abroad, which was led by the Nanjing University Institute of education of Zhang Jinlei, Wang Ying and Zhang Baohui design classroom teaching model ,we applied it to our school information technique course teaching and the flip, and carried our the questionnaire survey. We have found that it is helpful to improve turning teaching the independent learning ability of students, promote students cooperation and munication ability, andincrease the students39。 ability of independent learning, creates a more independent personal learning space for the students, and promotes the transformation of students39。自主學(xué)習(xí) 。學(xué)習(xí)方式 。翻轉(zhuǎn)課堂的實(shí)施會(huì)遇到重重 困難 ,需要各方面的協(xié)調(diào)與支持 ,需要我們做大量的實(shí)踐研究 ,要根據(jù)學(xué)校自身 特點(diǎn)構(gòu)建適合自己的翻轉(zhuǎn)課堂教學(xué)模式 ,用來(lái)改善學(xué)生的學(xué)習(xí)方式 ,提高學(xué)生的 自主學(xué)習(xí)能力。 本文通過(guò)對(duì)翻轉(zhuǎn)課堂的理論研究和國(guó)內(nèi)外翻轉(zhuǎn)課堂實(shí)踐案例的分析 ,以南京 大學(xué)教 育研究院的張金磊、王穎和張寶輝設(shè)計(jì)的翻轉(zhuǎn)課堂教學(xué)模型為實(shí)踐指導(dǎo) , 對(duì)我校信息技術(shù)學(xué)科進(jìn)行翻轉(zhuǎn)教學(xué) ,并對(duì)翻轉(zhuǎn)效果進(jìn)行問(wèn)卷調(diào)查 ,得出翻轉(zhuǎn)教學(xué) 有助于提高學(xué)生的自主學(xué)習(xí)能力 ,并促進(jìn)學(xué)生在學(xué)習(xí)中進(jìn)行合作與交流 ,也增加 了學(xué)生學(xué)習(xí)信息技術(shù)的信心。 本文在建構(gòu)主義理論和掌握學(xué)習(xí)理論的支撐下 ,以江蘇省盱眙中學(xué)信息技術(shù) 課堂教學(xué)為例 ,嘗試研究采用翻轉(zhuǎn)課堂教學(xué)模式。在高中信息技術(shù)教學(xué)中實(shí)施翻轉(zhuǎn)課堂教學(xué)模式的實(shí)踐研究 碩士論文 :在高中信息技術(shù)教學(xué)中實(shí)施翻轉(zhuǎn)課堂教學(xué)模式的實(shí)踐研究 中文摘要 翻轉(zhuǎn)課堂也稱(chēng)顛倒課堂 ,通過(guò)對(duì)知識(shí)傳授和知識(shí)內(nèi)化的顛倒安排 ,改變了傳 統(tǒng)教學(xué)中的師生角色關(guān)系 ,并對(duì)課堂時(shí)間的使用進(jìn)行了重新規(guī)劃 ,實(shí)現(xiàn)了對(duì)傳統(tǒng) [4] 教學(xué)模式的革新。 翻轉(zhuǎn)課堂作為一種新的教學(xué)模式 ,顛倒了傳統(tǒng)的教學(xué)流程 ,也顛倒了傳統(tǒng)的 教學(xué)理念 ,它真正做到了“以學(xué)生為中心” ,并為學(xué)生創(chuàng)造了個(gè)性化的學(xué)習(xí)空間 , 有助于提高學(xué)生自主學(xué)習(xí) 的能力 ,并能促進(jìn)學(xué)生學(xué)習(xí)方式的轉(zhuǎn)變。通過(guò)對(duì)我校學(xué)生的學(xué)習(xí)方式進(jìn) 行問(wèn)卷調(diào)查發(fā)現(xiàn) :學(xué)生的自主學(xué)習(xí)能力欠缺 ,缺少與學(xué)生和教師之間的互動(dòng)和個(gè) 性化的接觸時(shí)間 ,缺乏利用現(xiàn)代信息技術(shù)工具的能力 ,所以提出以翻轉(zhuǎn)課堂為解 決問(wèn)題的途徑 ,希望通過(guò)此研究能提高學(xué)生自主學(xué)習(xí)的能力 ,促進(jìn)學(xué)生之間的合 作交流 ,并為學(xué)生創(chuàng)設(shè)個(gè)性化的學(xué)習(xí)環(huán)境。 最后 ,本文對(duì)翻轉(zhuǎn)課堂教學(xué)進(jìn)行了反思與展望。關(guān)鍵詞 :翻轉(zhuǎn)課堂 。教學(xué)模式 。信息技術(shù) I 碩士論文 :在高中信息技術(shù)教學(xué)中實(shí)施翻轉(zhuǎn)課堂教學(xué)模式的實(shí)踐研究 Abstract The Flipped Classroom, which is also known as reversed classroom, based on knowledge and knowledge internalization reversed arrangement, has changed the traditional roles of teachers and students in teaching and rearranged the use of classroom time , realizing the innovation of traditional teaching modeThe Flipped Classroom, as a kind of new teaching mode, reverses the traditional teaching process, and the traditional teaching concept as well ,which achieves the goal of students center , helps to improve students39。 learning style, tooIn this paper, the theory of constructivism and the theory of mastery learning support, basing on Xu Yi senior high school information technology teaching Jiangsu province , try to study the teaching mode using flip. Through a questionnaire survey conducted at our school students ,we found that: the students lack autonomous learning ability, lack the interaction with the teacher and the individual contact time, lack the ability to use modern information technology tools, so we put forward the theory of flipping the classroom as a problem solving approach, hoping that through this study we can improve the students39。 confidence in information technologyFinally, this article introspects and prospects the flip of classroom teachingFlip classroom implementation will encounter difficulties, so we need all the coordination and support, and we also need to do a lot of practice research. To improve th