【作者】 王慧；

【导师】 刘力；

【作者基本信息】 沈阳师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 随着课程改革的深入，学生对于学习的选择性加强。教师将怎样面对存在多种差异的学生，促进学生全面而有个性的发展，是一个重要的问题。因此适应学生个性差异，促进每个学生充分发展的“差异教学”成为课程改革的新增长点，差异教学强调关注个体差异，使每个学生都能得到充分的发展。而学生的差异有许多方面，已有的差异教学研究多数是围绕学生的学习风格或智力差异进行的，忽略了对学生的学习准备差异的关注。然而学习准备不仅影响新学习的成功，而且影响学习效率。因此了解学生在进入课堂前已有的学习准备，从而采取有针对性的差异教学是非常重要的。本文共分为五大部分，第一部分为研究综述，在阅读了大量文献的基础上，阐明了论文研究的背景、研究现状并通过对比以往研究的不足，提出了本研究的视角是信息技术课中基于学习准备的差异教学设计。第二部分为理论研究，通过对文献资料的阅读分析，总结归纳出差异教学和学习准备的相关内容，作为研究的理论基础。第三部分是本文的重点，主要是在先行组织者、最近发展区和学习准备观的理论指导下，按照一定的设计原则，以学习准备测查分析为基础，提出了一个课堂教学设计操作程序，贯穿课堂教学的全程，从教学准备、教学实施、教学评价诸环节及其衔接转换的细节上等方面进行了系统的设计，同时在每个教学环节中提出可供选择的策略，并给出在信息技术课中应用的实例辅助。第四部分为信息技术课中基于学习准备的差异教学设计实验与结果分析，通过实验，总结出基于学习准备的差异教学设计在促进学生发展方面的作用，既能尽量缩小学生在基本教学目标中的差距，又能充分发展每个学生的优势,从而实现面向全体学生的全面发展的素质教育理念。第五部分为结论部分，该教学设计程序不但提高了学生的学习质量，还培养了学生的健康心理。在实验过程也发现了教师差异思想薄弱、差异课堂管理不足和差异教学设计水平有待提高等问题，需要进行反思和改进。针对发现的问题，给出了几点建议：一是掌握科学方法，进行有效差异测查；二是传统与差异教学结合，提高课堂效率；三是加强教师培训，提高教育教学能力。更多还原

【Abstract】 With the deepening of the reform of course, the selectivity of learning for students isstrengthening. It is an important problem for teachers that how to face the students with manydifferences, and promote the students’ comprehensive and individuality development. Sothe“differentiated instruction”which adapt the students’ individuality difference, and promoteeach student to achieve full development becomes a new growth point of the curriculumreform. It focuses on the individual difference, and make every student get sufficientdevelopment. While there are many kinds of student differences ,the past differentiatedinstruction research were most about students’learning style or mental differences, ignored theattention of the students differences of learning readiness. However the learning readiness notonly influence the success of the new study, but also influence the learning efficiency. Sounderstanding students’ existing learning readiness before the class of study in order to taketargeted differentiated instruction is very important.The paper theoretically is In the classroom teaching practice, take the informationtechnology for an example ,it conducted detailed and specific case analysis about fordifferentiated instruction design based on the learning readiness , it admitted students’differences objectively, discuss the students’ differences in the development of the study , takeeffective measures of teaching, which can not only narrow as far as possible the goal gap in thebasic teaching , and can fully develop each student’s advantage, so as to realize the educationconcept that faced all the students of all-round development .This paper is divided into five parts, the first part is research summarize ,it expounds theresearch background, the research present situation and through the analysis of theshortcomings of the previous research, and puts forward the research angle of view andmeaning, based on reading many of the literature reviews .The second part is the theoretical study, through the literature reading analysis,summarized theoretical knowledge about differentiated instruction.The third part is the focus of this paper, mainly in the related theoretical guidance, such asadvance organizer, zone of proximal development, Studying to view,according to certaindesign principles, based on differentiated instruction theory and learning readiness testing, putsforward an operating procedure of instructional design in classroom , which is through theclass teaching course, and it designs the preparation, teaching implement, teaching evaluationand the links and cohesion of conversion in detail .And puts forward some strategies, and gives some examples related auxiliary.The fourth part is the case experiment and for the analysis of the result, through theexperiment, summarized the role of students’ development based on difference teaching design.It can not only narrow as far as possible the goal gap in the basic teaching , and can fullydevelop each student’s advantage, so as to realize the education concept that faced all thestudents of all-round development .The fifth part is the conclusion, the teaching design program not only improve thestudents’ learning quality, and cultivate the students’ mental health. In the experimental process,it found that the teachers’thought weak, the difference classroom management shortage anddifference teaching design level needed to improve, which all need to reflect and improvement.According to the problems found, some advices are gived: one is to master the scientificapproach in order to effective testing differences; the second is traditional and differenceteaching union, to improve the classroom efficiency; the third is to strengthen the training inorder to improve education teaching ability.更多还原