【作者】 彭丹；

【导师】 刘清堂；

【作者基本信息】 华中师范大学 ， 现代教育技术， 2015， 硕士

【摘要】 随着现代社会信息技术和网络技术的不断发展,越来越有必要增强全体国民的信息素养。从青少年抓起,信息技术基础教育目前受到了国家和社会前所未有的重视。怎样结合信息技术教育的特点,探索适应学生身心发展的高效信息技术课程教学策略是信息技术领域所有专家和一线教育工作者所密切关注的问题。目前,被研究并应用于高中信息技术课堂的教学方式有多种,其中,以任务为主线的任务驱动式教学受到了广泛关注与追捧。实践证明,此教学策略不仅对学生分析问题、解决问题的能力有帮助,还有助于学生创新能力的培养和主动学习习惯的养成,对于高中信息技术课程教学来说非常适合。但是,由于对理论的研究和理解还存在盲区,笔者所在地区的信息技术教师在运用此教学策略的过程中或多或少会出现一些失误,致使教学效果受影响。本文旨在通过笔者认真研究任务驱动教学策略理论的基础上探索该策略的正确实施过程,以期望对高中信息技术实践教学提供一定的参考。本研究分四个步骤展开,从理论与实践两个层面探讨如何利用任务驱动教学法促进有效的信息技术课堂教学。首先,经过前期的理论积累梳理任务驱动教学法的概念、特征、基本原则以及相关理论基础等,对任务驱动教学法在本质上加以深刻认识。第二步,从教学内容、学习者和教学目标三个方面对高中信息技术课程加以分析设计出任务驱动教学的具体实施流程并对各个活动环节进行详细说明。第三步,以《认识数据库》为实例从教学目标、学习任务、教学活动、评价总结等各个环节完整介绍了任务驱动策略的具体实施。重点是第四步,选取黄冈外校高一年级两个各方面情况相似的班级,实施一年的对比实验研究,来对信息技术教学中应用任务驱动教学策略的有效性加以实际检验,并进行教学反思与修订。更多还原

【Abstract】 With the continuous development of modern society of information technology and network technology, there is a growing need to enhance information literacy of all citizens. The state and society attach great importance to IT-based education at present, and we should pay attention to education from the teenagers. Combining the characteristics of information technology education, all experts and front-line educators in this field pay close attention to the efficient teaching strategies for IT courses. And the strategies are adapted to the physical and mental development of students.There are many teaching methods studied and applied to high school IT classroom at present. And task-driven teaching has been widely concerned about and sought after. Practice has proved that this strategy can not only contribute to analytical capabilities and creativity of students, but also help to develop active learning habits. It is very suitable for teaching information technology of high school. However, because of the misunderstanding of the theory, IT teachers in my region have more or less mistakes in the process of applying this teaching strategy, resulting in lower teaching effectiveness. This paper aims to explore the proper implementation of the strategy base on seriously studying the theory of task-driven teaching strategies by the author. Then the author hopes to provide some reference for high school information technology practice teaching.In this study, the paper uses four steps to discuss how to use task-driven teaching method to promote effective IT classroom teaching from the theory and practical aspects. First, the paper cards task-driven teaching method’s concepts, characteristics, basic principles and the basis of relevant theories and so on after the early theory accumulation, having a profound understanding of the essence of task-driven teaching method. The second step, the paper analyses high school information technology curriculum from teaching contents, learners, objectives. Then the author designs specific process of implementing task-driven teaching and gives detailed description of each activity links. The third step, the author takes "know the database" as an example to completely introduce the specific implementation of task-driven strategies from the teaching objectives, learning tasks, teaching activities, evaluations and summaries and other aspects. Focus is the fourth step, the author selects two similar classes from Huanggang Foreign Language School to do the experiment of one-year comparative study, to actually test the effectiveness of task-driven teaching strategies applying to information technology teaching, then does teaching reflection and revision.更多还原