通过综合实践活动课培养学生的合作意识与沟通能力
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摘要
现代社会中越来越强调人与人之间的沟通与合作,个人的合作意识与沟通能力甚至能够影响到整体的成败。无论是教育领域还是社会需求,都需要学生具备合作意识,发展沟通能力。
本文借助综合实践活动课,研究对学生合作意识与沟通能力的培养,同时,融入教育技术,发挥教育技术对培养学生合作意识与沟通能力的独特作用。本文首先阐述了培养学生合作意识与沟通能力的必要性,分析了选择综合实践活动课培养学生合作意识与沟通能力的原因。独特地将合作意识与沟通能力联系在一起,并且结合了对教育技术的利用。本文的重点是在教学设计与实施部分。把对学生合作意识与沟通能力的培养中学生的学习过程看成是一个复杂的整体,在四成分教学设计的基础上,把教学设计过程分成四部分,分别是:学习任务、支持性信息、过程性信息和部分任务操练。本文还创造性地将对学生合作意识与沟通能力的培养分成两部分来进行,前期的活动导入部分与后期的主题探究部分,从而使学生能够更自然、更有效地进行活动,形成积极的合作意识与相当的沟通能力。最后,选择了在中学进行实验,以检验所设计的课程对培养学生合作意识与沟通能力的有效性。本文希望能够引起学校的重视,并且对学校培养学生的合作意识与沟通能力提供可借鉴的参考。
Modern society is increasingly stressing inter-personal communication and cooperation, and the sense and aptitude of cooperation and communication can even affect the overall success or failure. Both the needs of the community and the field of education require students to have the sense of cooperation and develop communication skills.
This paper studies the cultivation of students' sense and skills of cooperation and communication on the Integrated Curriculum. And at the same time, integrating educational technology in the curriculum to play the unique support functions of educational technology.
Firstly, the paper explains the necessity to nurture students' sense and skills of cooperation and communication, and analyzes the reason of selecting Integrated Curriculum. Sense of cooperation and communication skills are uniquely linked together in this paper and combine the use of technology in education.
This paper focuses on the instructional design and implementation. To regard students' learning process as a complex whole and on the basis of four-component instructional design (4C/ID) model, this paper divides the instructional design process into four parts; they're learning tasks, supportive information, procedural information and part-task practice.
This paper also creatively divides the cultivation process into two parts, part of the pre-import activities with the latter part of the theme exploration, so that students can carry out its activities more naturally and more effectively, and form active cooperation consciousness and considerable communication skills.
Finally, the choice of secondary schools in the experiment, designed to test the course's effectiveness of training students cooperation consciousness and communication skills. Hope that the schools can arouse the attention of students' sense and skills of cooperation and communication and provide a reference refer to the ability cultivation.
本文借助综合实践活动课,研究对学生合作意识与沟通能力的培养,同时,融入教育技术,发挥教育技术对培养学生合作意识与沟通能力的独特作用。本文首先阐述了培养学生合作意识与沟通能力的必要性,分析了选择综合实践活动课培养学生合作意识与沟通能力的原因。独特地将合作意识与沟通能力联系在一起,并且结合了对教育技术的利用。本文的重点是在教学设计与实施部分。把对学生合作意识与沟通能力的培养中学生的学习过程看成是一个复杂的整体,在四成分教学设计的基础上,把教学设计过程分成四部分,分别是:学习任务、支持性信息、过程性信息和部分任务操练。本文还创造性地将对学生合作意识与沟通能力的培养分成两部分来进行,前期的活动导入部分与后期的主题探究部分,从而使学生能够更自然、更有效地进行活动,形成积极的合作意识与相当的沟通能力。最后,选择了在中学进行实验,以检验所设计的课程对培养学生合作意识与沟通能力的有效性。本文希望能够引起学校的重视,并且对学校培养学生的合作意识与沟通能力提供可借鉴的参考。
Modern society is increasingly stressing inter-personal communication and cooperation, and the sense and aptitude of cooperation and communication can even affect the overall success or failure. Both the needs of the community and the field of education require students to have the sense of cooperation and develop communication skills.
This paper studies the cultivation of students' sense and skills of cooperation and communication on the Integrated Curriculum. And at the same time, integrating educational technology in the curriculum to play the unique support functions of educational technology.
Firstly, the paper explains the necessity to nurture students' sense and skills of cooperation and communication, and analyzes the reason of selecting Integrated Curriculum. Sense of cooperation and communication skills are uniquely linked together in this paper and combine the use of technology in education.
This paper focuses on the instructional design and implementation. To regard students' learning process as a complex whole and on the basis of four-component instructional design (4C/ID) model, this paper divides the instructional design process into four parts; they're learning tasks, supportive information, procedural information and part-task practice.
This paper also creatively divides the cultivation process into two parts, part of the pre-import activities with the latter part of the theme exploration, so that students can carry out its activities more naturally and more effectively, and form active cooperation consciousness and considerable communication skills.
Finally, the choice of secondary schools in the experiment, designed to test the course's effectiveness of training students cooperation consciousness and communication skills. Hope that the schools can arouse the attention of students' sense and skills of cooperation and communication and provide a reference refer to the ability cultivation.
引文
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[3]河南分课题组.《综合实践活动课实施的研究与实验》实施方案[DB/OL].
http://www.sedu.org.cn/doteacher/teanews/1041901354.shtml,2003,(1).
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[5]马克思,恩格斯著.《马克思恩格斯全集》第一卷[M].中共中央马克思恩格斯列宁斯大林著作编译局译.北京:人民出版社,1995:80.
[6]贺明华.影响中小学生小组合作学习的因素浅探[J].中小学教师培训,2004.
[7]刘伟.高校体育教学过程中沟通教育的思考[N].阿坝师范高等专科学校学报.2004,21(4).
[8]程胜.合作学习[M].福州:福建教育出版社,2005:79.
[9]戴云,朱斌磊.培养学生合作意识的方法[J].中国教育学刊,2005-2.
[10]戴云,朱斌磊.培养学生合作意识的方法[J].中国教育学刊,2005-2.
[11]钟启泉.综合实践活动:涵义、价值及其误区[J].教育研究,2002(6).
[12]吕世虎,刘玉莲.新课程与教学研究[M].北京:首都师范大学出版社,2003:220-224.
[13]冯小艳等.谈政治课开放性教学的设计思路[J].教研与课标.
[14]杨四耕(著)、郑金洲(主编).体验教学[M].福建:福建教育出版社,2005:17.
[15][英]柯林.比尔德,约翰.威尔逊著,黄荣华译.体验式学习的力量[M].中山大学出版社,2003:20.
[16]张卫平.新课程理念下合作学习的新取向[DB/OL].http://bd.tjjy.com.cn/Article_Show.asp?ArticleID=458,2005-4.
[17]湖州市初中学生综合实践活动课学业评价方案[DB/OL].http://www.hz4z.net/upload/article/a200442091344.doc.
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[19]Jeroen J.G.van Merrienboer.Alternate Models of Instructional Design:Holistic Design and Complex Learning[A].Trends and issues in instructional design and technology(second edition)[C].Hamilton Printing,2007:73-79.
[20]Jeroen J.G.van Merrienboer.Alternate Models of Instructional Design:Holistic Design and Complex Learning[A].Trends and issues in instructional design and technology(second edition)[C].Hamilton Printing,2007:78.
[21]Jeroen J.G.van Merrienboer.Alternate Models of Instructional Design:Holistic Design and Complex Learning[A].Trends and issues in instructional design and technology(second edition)[C].Hamilton Printing,2007:72.
[22]Tamblyn,D.&S.WeiSS.培训游戏大全[M],企业管理出版社,原出版社:麦格劳-希尔教育出版社,2002-1.
[23]张华等著.综合实践活动课程研究[M].上海:上海科技教育出版社,2007.
[24]张华.综合实践活动的课程开发与案例研究[Z].全国中小学教师远程非学历培训课程资源开发项目.
[25]张华等著.综合实践活动课程研究.上海:上海科技教育出版社,2007.
[26]张华,安桂清,翁清芳.综合教学:小学综合实践活动课程的设计框架及其实验研究[DB/OL].http://www.pep.com.cn:82/200503/ca715575.htm.
[1]Agent的概念、特点、架构及其应用[DB/OL].http://www.et.zjut.edu.cn/myblog/blog detail.php?blog id=24.
[2]程胜.合作学习[M].福州:福建教育出版社,2005.
[3]戴云,朱斌磊.培养学生合作意识的方法[J].中国教育学刊,2005-2.
[4]冯小艳等.谈政治课开放性教学的设计思路[J].教研与课标.
[5]国家九年义务教育课程页:47综合实践活动指导纲要(7-9年级)[DB/OL].http://www.lnedu.net/Tresearch/ShowArticle.asp?ArticleID=19048.
[6]贺明华.影响中小学生小组合作学习的因素浅探[J].中小学教师培训,2004.
[7]河南分课题组.《综合实践活动课实施的研究与实验》实施方案[DB/OL].http://www.sedu.org.cn/doteacher/teanews/1041901354.shtml,2003,(1).
[8]湖州市初中学生综合实践活动课学业评价方案[DB/OL].http://www.hz4z.net/upload/article/a200442091344.doc.
[9]教育部。基础教育课程改革纲要(试行)[N].中国教育报,2001-07-27(2).
[10]刘道溶.中小学综合实践活动教学活动设计.北京:北京大学出版社,2005.
[11]刘伟.高校体育教学过程中沟通教育的思考[N].阿坝师范高等专科学校学报.2004,21(4).
[12]吕世虎,刘玉莲.新课程与教学研究[M].北京:首都师范大学出版社,2003.
[13]马兰.合作学习[M].北京:高等教育出版社,2005.
[14]施良方.课程理论:课程的基础、原理与问题[M].北京:教育科学出版社,1996.
[15]让学生学会认识,学会做事,学会生存,学会共同生活[DB/OL].http://www.qjwx.cn/deyu/ShowArticle.asp?ArticleID=323.
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