交互白板环境下中学物理自主学习型教学模式的研究
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摘要
进入新世纪以来,随着课堂教学信息化的推进、新课程标准的颁布以及新课程改革的实施,各种现代教育技术被广泛应用于教育领域,成为推进新一轮课程改革和学科教学改革的突破口,尤其是交互式电子白板的引入,将黑板的书写功能与多媒体的演示功能整合为一体,构建了一个类似传统“粉笔+黑板”的课堂教学环境,教师不用改变“板书+讲解”的教学行为,弥补了以往的一些教学媒体的不足,为信息技术与学科整合提供了强有力的技术支持,逐渐成为中小学实现课堂教学信息化的主流媒体工具。
与此同时,交互式电子白板与学科课程整合这一研究课题自然成为教育实践者和教育研究者近年来持续关注的问题。文献调研以及实践考察发现,目前国内教育实践者对于交互式电子白板环境下教学内容的呈现、师生互动方式的变革、教学资源的利用等方面的研究已经初具规模。但是,在交互白板教学环境下结合教学法针对具体学科的深入研究却很少,因此,虽然有先进的技术工具,由于没有适用于本学科的教学范式、方法、策略的指导,很多一线教师感到迷茫和困惑,并且产生了许多疑问。如何才能解除困惑以及回答他们心中的疑问,除了让一线教师掌握先进的教育教学理论以及相关的信息技术以外,更为重要的是需要为他们的教学实践提供一些操作性很强并且便于进行二次创新的范式,也就是进行基于交互式电子白板与学科课程整合思想的教学模式的研究。
实践调研发现,交互式电子白板应用到中学物理学科中有得天独厚的优势,然而,当前物理教学中普遍存在的讲授型教学方式不利于交互式电子白板功能优势的发挥,因此,作者认为要实现交互式电子白板与中学物理学科的深度整合,必须要变革以教师为主体的课堂教学模式。本论文主要通过合作行动研究来探究交互白板环境下构建中学物理自主学习型教学模式的方式与方法,并在此基础上深入分析了模式指导下课堂教学设计的策略和方法。希望以此促进中学物理教学模式在交互白板环境下的创新和突破,最终达到培养学生积极的学习态度、自主学习能力、合作学习能力以及探究学习能力的目标。
Since entering new century, with the development of teaching informatization and issuance of new curriculum standards and actualization of new curriculum,Many of modern education technology have been widely used in the education field, becoming the breach of the new round of course and teaching reform. Especially,the interactive whiteboard makes it possible to combine the function of the media computer and that of the blackboard and to construct a classroom teaching atmosphere similar to that created by the tradition method of teaching, chalk and blackboard. The interactive whiteboard not only preserves the traditional method of teaching, blackboard writing and analysis, but also makes up for the disadvantages of previous teaching media.It provides the technical support for the integration of information technology and subjects and gradually becomes the major media tools in the process of teaching informatization in primary and secondary schools
Meanwhile, the integration of interactive whiteboard and subjects has been of concern to educational practitioners and educational researchers in recent years.Through large amount of literary survey and investigation,we found that at present the research of the display of teaching contents and the change of interaction between teachers and students and the use of teaching resources based on Interactive WhiteBoard is abundant.But, There are few researches in specific discipline combining teaching method based on interactive whiteboard.Though have advanced technology tools,due to lack of guidance of teaching paradigms and strategies suitable for this discipline,many primary and secondary teachers feel confused and puzzled, and have many questions. It is believed that the solution to their confusion not only relies on their mastering of advanced pedagogical methods and modern instructional technology, but also on employment of a model which can provide practical instructions with the potential of development and creativity. That means it is more essential to study models of teaching based on the idea of integrating Interactive WhiteBoard into curriculum.
The application of Interactive WhiteBoard to the teaching of physics has its exceptionally gifted advantages.The current lecture-type teaching of physics against that Interactive WhiteBoard play function advantage.Therefore, the author believe that must change the teaching mode based on teacher-centered to implement the integration of interactive whiteboard and physics of middle school. The main goal of this paper is that through cooperative action research to construct independent study teaching model of physics in the middle school,and analysis strategies and methods of teaching design under the guidance of the mode.In hopes of promoting teaching model of physics in the middle school gain innovation and breakthrough in environment of Interactive WhiteBoard, and cultivating students' positive attitude of learning,and training the ability of independent study and cooperative study and inquiry study.
与此同时,交互式电子白板与学科课程整合这一研究课题自然成为教育实践者和教育研究者近年来持续关注的问题。文献调研以及实践考察发现,目前国内教育实践者对于交互式电子白板环境下教学内容的呈现、师生互动方式的变革、教学资源的利用等方面的研究已经初具规模。但是,在交互白板教学环境下结合教学法针对具体学科的深入研究却很少,因此,虽然有先进的技术工具,由于没有适用于本学科的教学范式、方法、策略的指导,很多一线教师感到迷茫和困惑,并且产生了许多疑问。如何才能解除困惑以及回答他们心中的疑问,除了让一线教师掌握先进的教育教学理论以及相关的信息技术以外,更为重要的是需要为他们的教学实践提供一些操作性很强并且便于进行二次创新的范式,也就是进行基于交互式电子白板与学科课程整合思想的教学模式的研究。
实践调研发现,交互式电子白板应用到中学物理学科中有得天独厚的优势,然而,当前物理教学中普遍存在的讲授型教学方式不利于交互式电子白板功能优势的发挥,因此,作者认为要实现交互式电子白板与中学物理学科的深度整合,必须要变革以教师为主体的课堂教学模式。本论文主要通过合作行动研究来探究交互白板环境下构建中学物理自主学习型教学模式的方式与方法,并在此基础上深入分析了模式指导下课堂教学设计的策略和方法。希望以此促进中学物理教学模式在交互白板环境下的创新和突破,最终达到培养学生积极的学习态度、自主学习能力、合作学习能力以及探究学习能力的目标。
Since entering new century, with the development of teaching informatization and issuance of new curriculum standards and actualization of new curriculum,Many of modern education technology have been widely used in the education field, becoming the breach of the new round of course and teaching reform. Especially,the interactive whiteboard makes it possible to combine the function of the media computer and that of the blackboard and to construct a classroom teaching atmosphere similar to that created by the tradition method of teaching, chalk and blackboard. The interactive whiteboard not only preserves the traditional method of teaching, blackboard writing and analysis, but also makes up for the disadvantages of previous teaching media.It provides the technical support for the integration of information technology and subjects and gradually becomes the major media tools in the process of teaching informatization in primary and secondary schools
Meanwhile, the integration of interactive whiteboard and subjects has been of concern to educational practitioners and educational researchers in recent years.Through large amount of literary survey and investigation,we found that at present the research of the display of teaching contents and the change of interaction between teachers and students and the use of teaching resources based on Interactive WhiteBoard is abundant.But, There are few researches in specific discipline combining teaching method based on interactive whiteboard.Though have advanced technology tools,due to lack of guidance of teaching paradigms and strategies suitable for this discipline,many primary and secondary teachers feel confused and puzzled, and have many questions. It is believed that the solution to their confusion not only relies on their mastering of advanced pedagogical methods and modern instructional technology, but also on employment of a model which can provide practical instructions with the potential of development and creativity. That means it is more essential to study models of teaching based on the idea of integrating Interactive WhiteBoard into curriculum.
The application of Interactive WhiteBoard to the teaching of physics has its exceptionally gifted advantages.The current lecture-type teaching of physics against that Interactive WhiteBoard play function advantage.Therefore, the author believe that must change the teaching mode based on teacher-centered to implement the integration of interactive whiteboard and physics of middle school. The main goal of this paper is that through cooperative action research to construct independent study teaching model of physics in the middle school,and analysis strategies and methods of teaching design under the guidance of the mode.In hopes of promoting teaching model of physics in the middle school gain innovation and breakthrough in environment of Interactive WhiteBoard, and cultivating students' positive attitude of learning,and training the ability of independent study and cooperative study and inquiry study.
引文
[1]丁兴富.进入最艰难的领域[J].中国远程教育,2004,(20):66.
[2]丁兴富.交互白板及其在我国中小学课堂教学中的应用研究[J].中小学信息技术教育,2005,(3):43-46.
[3]全国教育技术研究“十一五”规划重点课题—基于交互白板的混合式学习研究[DB/OL].http://edu.julong.com.cn/ResearchInfo-1007-1008-20.aspx.2007-06-08.
[4]全国教育技术研究“十一五”规划(2009)重点课题—基于交互式白板的课堂教学重构研究[DB/OL].http://b2w.chinaiwb.net/default.aspx.2009-10-17.
[5]冯忠良.教育心理学第二版[M].北京:人民教育出版社,2010:24-25.
[6] Feuerstein, R.,P.S.Klein and A. J.Tannenbaum.1991.Mediated Learning Experience: Theoretical, Psychological and Learning Implications[s]. London:Freund,1991.
[7]郑金洲.教育概论[M].上海:华东师范大学出版社,2000:64-70.
[8] Williams Marion, & Burden Robert L.2000. Psychology for Language Teachers [M]. Foreign Language Teaching and Research Press, People’s Education Press and Cambridge University Press,2000:23-27.
[9] Means.B.Using Technology to Support Education Reform[M].Washington DC:Office for Education Research and Improvement,1993:283-287.
[10] Jonassen.Integrating educational technology into teaching[J].Mathematics Education Research,2003,(6):83-88.
[11]闫承利.素质教育课堂优化模式[M].北京:教育科学出版社,2000:264-269.
[12]中华人民共和国教育部.基础教育课程改革纲要(试行)[M].北京:人民教育出版社,2001:11-14.
[13] Robert J.M.arzano著,张新立译.有效课堂[M].北京:中国轻工业出版社,2003:69-73.
[14]李炳亭.高效课堂22条[M].山东:山东文艺出版社,2009:46-49.
[15] Tanner H.D.How interactive is your whiteboard?[J].Mathematics Teaching Incorporating Micromath,2007,(3):37-41.
[16]张豪锋,李瑞萍.E-learning2.0环境下交互白板课堂教学设计及应用[J].现代教育技术,2009,(7):56-59.
[17]马晓辉.基于交互白板的远程协同教学策略研究[J].软件导刊,2010,(12):53-55.
[18]张豪锋,李瑞萍,李名.基于交互白板构建协同可视化学习环境[J].中国电化教育,2010,(3):81-83.
[19]丁兴富,蒋国珍.白板终将替代黑板成为课堂教学的主流技术—革新课堂教与学的新生代技术[J].中国电化教育,2005,(5):21-25.
[20] Beeland, William D.Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help?,2002.[DB/OL].http://chiron.valdosta.edu/are/Artmanscrpt/vollnol/beeland_am.pdf. 2002-10-23.
[21]顾小清,欧阳芳,于承敏.基于交互白板的互动课堂:课堂教学的理想选择[J].中小学信息技术教育,2006,(3):40-43.
[22]物理课程标准[S].北京:北京师范大学出版社,2002.
[23]李沐东.交互式电子白板在中学物理教学中的应用研究[D].2007.
[24]张豪锋,李瑞萍.E-learning2.0环境下交互白板课堂教学设计及应用[J].现代教育技术,2009,(7):56-59.
[25]庞维国.自主学习—学与教的原理与策略[M].上海:华东师范大学出版社,2003:67-87.
[26]夏慧贤.当代中小学教学模式研究[M].广西:广西教育出版社,2001:98-123.
[27]郑金洲.自主学习[M].福建:福建教育出版社,2005:123-129.
[28]郑金洲.合作学习[M].福建:福建教育出版社,2005:147-149.
[29]张伟.教室设置与学习模式[J].远程教育,2004,(1):27-29.
[30]周金梅.合作学习不仅仅是座位的改变[J].四川教育,2003,(2):30-32.
[31]段元美,王世纯,姜述遵.基于交互白板的课堂教学研究[J].中国电化教育,2010,(3):84-86.
[32]郑金洲.课改新课型[M].北京:教育科学出版社,2006:127-137.
[33]王坦.合作学习的理念与实施[M].北京:中国人事出版社,2002:146-159.
[34]陈向明.在参与中学习和行动[M].北京:教育科学出版社,2003:97-106.
[35]鲍贤清.交互式电子白板的教学策略设计探索[J].中国电化教育,2009,(5):84-87.
[36]徐继川.“授鱼”、“授渔”与“学渔”[J].小学数学教师,2004,(4):31-33.
[37]曾琦.合作学习的基本要素[J].学科教育,2000,(6):16-17.
[38]陈向明.小组合作学习的条件[J].中小学教育,2003,(12):22-24.
[39]裴娣娜.合作学习的教学策略[J].学科教育,2000,(2):46-48.
[40]郑金洲.探究学习[M].福建:福建教育出版社,2005):226-233.
[2]丁兴富.交互白板及其在我国中小学课堂教学中的应用研究[J].中小学信息技术教育,2005,(3):43-46.
[3]全国教育技术研究“十一五”规划重点课题—基于交互白板的混合式学习研究[DB/OL].http://edu.julong.com.cn/ResearchInfo-1007-1008-20.aspx.2007-06-08.
[4]全国教育技术研究“十一五”规划(2009)重点课题—基于交互式白板的课堂教学重构研究[DB/OL].http://b2w.chinaiwb.net/default.aspx.2009-10-17.
[5]冯忠良.教育心理学第二版[M].北京:人民教育出版社,2010:24-25.
[6] Feuerstein, R.,P.S.Klein and A. J.Tannenbaum.1991.Mediated Learning Experience: Theoretical, Psychological and Learning Implications[s]. London:Freund,1991.
[7]郑金洲.教育概论[M].上海:华东师范大学出版社,2000:64-70.
[8] Williams Marion, & Burden Robert L.2000. Psychology for Language Teachers [M]. Foreign Language Teaching and Research Press, People’s Education Press and Cambridge University Press,2000:23-27.
[9] Means.B.Using Technology to Support Education Reform[M].Washington DC:Office for Education Research and Improvement,1993:283-287.
[10] Jonassen.Integrating educational technology into teaching[J].Mathematics Education Research,2003,(6):83-88.
[11]闫承利.素质教育课堂优化模式[M].北京:教育科学出版社,2000:264-269.
[12]中华人民共和国教育部.基础教育课程改革纲要(试行)[M].北京:人民教育出版社,2001:11-14.
[13] Robert J.M.arzano著,张新立译.有效课堂[M].北京:中国轻工业出版社,2003:69-73.
[14]李炳亭.高效课堂22条[M].山东:山东文艺出版社,2009:46-49.
[15] Tanner H.D.How interactive is your whiteboard?[J].Mathematics Teaching Incorporating Micromath,2007,(3):37-41.
[16]张豪锋,李瑞萍.E-learning2.0环境下交互白板课堂教学设计及应用[J].现代教育技术,2009,(7):56-59.
[17]马晓辉.基于交互白板的远程协同教学策略研究[J].软件导刊,2010,(12):53-55.
[18]张豪锋,李瑞萍,李名.基于交互白板构建协同可视化学习环境[J].中国电化教育,2010,(3):81-83.
[19]丁兴富,蒋国珍.白板终将替代黑板成为课堂教学的主流技术—革新课堂教与学的新生代技术[J].中国电化教育,2005,(5):21-25.
[20] Beeland, William D.Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help?,2002.[DB/OL].http://chiron.valdosta.edu/are/Artmanscrpt/vollnol/beeland_am.pdf. 2002-10-23.
[21]顾小清,欧阳芳,于承敏.基于交互白板的互动课堂:课堂教学的理想选择[J].中小学信息技术教育,2006,(3):40-43.
[22]物理课程标准[S].北京:北京师范大学出版社,2002.
[23]李沐东.交互式电子白板在中学物理教学中的应用研究[D].2007.
[24]张豪锋,李瑞萍.E-learning2.0环境下交互白板课堂教学设计及应用[J].现代教育技术,2009,(7):56-59.
[25]庞维国.自主学习—学与教的原理与策略[M].上海:华东师范大学出版社,2003:67-87.
[26]夏慧贤.当代中小学教学模式研究[M].广西:广西教育出版社,2001:98-123.
[27]郑金洲.自主学习[M].福建:福建教育出版社,2005:123-129.
[28]郑金洲.合作学习[M].福建:福建教育出版社,2005:147-149.
[29]张伟.教室设置与学习模式[J].远程教育,2004,(1):27-29.
[30]周金梅.合作学习不仅仅是座位的改变[J].四川教育,2003,(2):30-32.
[31]段元美,王世纯,姜述遵.基于交互白板的课堂教学研究[J].中国电化教育,2010,(3):84-86.
[32]郑金洲.课改新课型[M].北京:教育科学出版社,2006:127-137.
[33]王坦.合作学习的理念与实施[M].北京:中国人事出版社,2002:146-159.
[34]陈向明.在参与中学习和行动[M].北京:教育科学出版社,2003:97-106.
[35]鲍贤清.交互式电子白板的教学策略设计探索[J].中国电化教育,2009,(5):84-87.
[36]徐继川.“授鱼”、“授渔”与“学渔”[J].小学数学教师,2004,(4):31-33.
[37]曾琦.合作学习的基本要素[J].学科教育,2000,(6):16-17.
[38]陈向明.小组合作学习的条件[J].中小学教育,2003,(12):22-24.
[39]裴娣娜.合作学习的教学策略[J].学科教育,2000,(2):46-48.
[40]郑金洲.探究学习[M].福建:福建教育出版社,2005):226-233.