【作者】 李杰；

【导师】 邱开金； 魏喜红；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 随着教育信息化的不断推进,信息技术与教育教学的关系变得越来越紧密。如何利用信息技术对教育教学进行变革,改变教育教学模式,落实素质教育,以满足国家对人才培养的需求?这一直是教育信息化的重点之一。对于此,专家学者们提出“信息技术与教学深度融合”的概念,即通过信息技术与教学深度融合变革现有教学模式,实现人才培养模式的改变。“信息技术与教学深度融合”这一概念从首次提出到现在为止已近十年,但是经过这些年的实践发展,信息技术应用于教学大都还停留在整合层次,并没有对教育教学产生质的变化。那么在实际教学中,教师该如何应用信息技术才能做到信息技术与教学深度融合呢?本文正是针对这一问题进行研究。本研究通过文献研究、问卷调查、行动研究法等方法开展信息技术与高中数学教学深度融合的研究。首先,通过文献研究厘清“信息技术与教学深度融合”的背景和意义,深入剖析“信息技术与教学深度融合”的实质与内涵,为后期的实践研究奠定理论基础;其次,从高中数学教学信息技术的应用现状出发,分别对M中学部分数学教师及学生进行调查,分析现阶段M中学信息技术与数学教学深度融合存在的问题与不足;最后,在前面研究的基础上进行信息技术与高中数学教学深度融合的实践研究,总结归纳出信息技术与高中数学教学深度融合的一般策略及教学模式,并结合高中数学《空间几何体》相关教学内容的不同课型进行信息技术与高中数学教学深度融合的教学实践,通过教学实验验证信息技术与高中数学教学深度融合策略的可行性。通过研究,总结出了信息技术与高中数学教学深度融合的一般策略,即利用信息技术实现大数据下的精准学情分析,提高教学针对性;利用信息技术进行个性化教学,实现因材施教;利用信息技术优化课堂教学结构,提高教学效率;利用信息技术提高学生学习兴趣,增加学习主动性;利用信息技术扩大学生学习空间,实现学习泛在化;利用信息技术实现学生学习行为全程记录,有效改进教育策略。通过研究,制定了信息技术与高中数学教学深度融合下的“三段式”实施模式,即课前学生在信息化资源辅助下预习并完成课前测试,教师通过对学生作业反馈的大数据进行精准的学情分析,有效制定教学策略;课中教学利用信息技术创设情景、突破教学难点、激发学生的学习兴趣,在教师的引导下,学生在合作探究中高效完成知识的构建;课后学生复习巩固、完成课后作业,教师根据学生作业完成情况分析学生对知识的掌握情况,然后根据学生的学习需要针对性的推送学习资源,满足学生学习的个性化需求,实现个性化教学。通过研究发现,信息技术与教学深度融合不是在“信息技术与教学整合”的基础上更多的应用信息技术,而是借助信息技术改变传统的课堂教学模式,让学生成为教学的主体,它的核心与本质是教学而不是信息技术的应用。信息化教学资源、师生的信息素养是信息技术与教学深度融合有效实施的基础,教师在正确的教育理念下合理的应用信息化教学资源是信息技术与教学深度融合的关键。通过研究证明,信息技术与数学教学深度融合不仅有助于提升教学效率,凸显学生在教学中的主体地位,还能减轻教师的负担。更多还原

【Abstract】 With the advancement of education informationization,information technology has been unprecedentedly connected with education and teaching.Education informationization has always emphasized the implementation of changes based on information technology,so as to change the mode of education and teaching and implement quality education,thus meeting the national needs for talent training.In this regard,experts and scholars have put forward the concept of "deep integration of information technology and teaching",i.e.,to reform the current teaching mode and talent training mode through the thorough integration of information technology and teaching.Although the concept has been introduced for nearly a decade,the application of information technology in teaching has mostly focused on integration and failed to bring fundamental changes to education and teaching.Hence,this paper is designed to explore how teachers should apply information technology in actual teaching to promote its deep integration with teaching.Through literature review,questionnaire survey and action research method,this paper discusses the deep integration of information technology and high school mathematics teaching.Firstly,a literature review is conducted to clarify the background and significance of the "deep integration of information technology and teaching".It’s essence and connotation are analyzed to lay a theoretical foundation for subsequent practical research;Secondly,based on the current application of information technology in high school mathematics teaching,it carries out a survey on some mathematics teachers and students in middle school M to identify the existing problems and deficiencies in the deep integration of information technology and mathematics teaching in the school;Lastly,it performs a practical research to conclude the general strategies and models for the deep integration of information technology and high school mathematics teaching.According to the different class types of Spatial Geometry in high school mathematics,it conducts teaching practice on the deep integration of information technology and high school mathematics teaching,and verifies the feasibility of the integration strategies through teaching experiments.Through research,this paper summarizes the general strategies for the deep integration of information technology and high school mathematics teaching,including,through the adoption of information technology,carrying out accurate learning situation analysis in the context of big data to improve the relevance of teaching and learning,implementing personalized and tailor teaching to students’ needs,optimizing classroom teaching structure to improve teaching efficiency,increasing students’ interest and initiative in learning,expanding students’ learning space and promoting generalized learning,and recording students’ learning behavior to effectively improve educational strategies.This is followed by the "three-stage" implementation mode of the deep integration of information technology and high school mathematics teaching.That is,before class,students preview and complete pre-class tests with the assistance of information resources,while teachers accurately analyze the learning situation and develop effective teaching strategies based on the big data feedback from students’ homework;During class,teachers employ information technology to create scenarios,break through teaching difficulties and stimulate students’ learning interests,while students complete efficient construction of knowledge through cooperative inquiry under the guidance of teachers;After class,students review and consolidate knowledge and complete the homework,while teachers identify students’ mastery of knowledge according to their homework,tailor learning resources to meet their differentiated needs,and thus achieve personalized teaching.Research shows that the deep integration of information technology and teaching is not about more applications of information technology on the basis of "integrating information technology and teaching",but about changing the traditional classroom teaching model through information technology to highlight the dominant role of students in teaching.It essentially focuses on teaching,not on the application of information technology.The deep integration of information technology and teaching largely depends on the information resources and the information literacy of teachers and students.Teachers are therefore expected to develop correct educational concepts and make proper use of information resources.According to research,the deep integration of information technology and mathematics teaching,it not only helps to improve teaching efficiency,highlight students’ dominant position in teaching,but also reduces teachers’ burden.更多还原