任务驱动教学法在初中信息技术教学中的应用
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摘要
随着现代信息技术的发展和基础教育课程改革的深入,我国的中小学信息技术教育进入全面建设和快速发展时期。特别是初中阶段的信息技术教学,既要做好与小学阶段的衔接,又要为学生高中阶段的学习打好基础,正面临着巨大的挑战,已成为信息技术教育研究的热点。因此,广大教育工作者积极开展教育理论和教学实践相结合的研究,提出应用任务驱动教学法改革传统教学方式和教学过程,以期促进全体学生信息素养的提高,适应当前信息技术教育发展的需求,满足广大学生学习信息技术的需要。
任务驱动教学法是一种基于建构主义学习理论的教学方法,主要体现了以学生为中心的教育理念,强调学生通过完成具体任务对知识进行主动探索和意义建构。在我国的新课程改革中,许多教育工作者开始关注研究建构主义学习理论,并采用任务驱动教学法进行教学实践探索。但是,由于理论研究不足和实践经验尚浅,在应用任务驱动教学法的时候出现诸多问题,如任务驱动理解片面化、任务设计庸俗化、任务驱动扩大化、任务评价单一化等,使任务驱动教学法受到前所未有的质疑。
本研究在一线教学中以科学系统的理论为指导,采用准实验研究方法对任务驱动教学法在初中信息技术教学中的应用做了较为深入地探索和实践。通过对我国初中信息技术课程现状和发展特点的剖析,以建构主义学习理论、多元智能理论、学习动机理论和“主导——主体”教学系统设计理论为依据,对任务驱动教学法进行了再认识。在此基础上结合日常教学实践和初中学生的学习特点,对任务驱动教学法的应用进行了系统设计和完善,主要从教学内容目标分析、学习者特征分析、任务设计、任务情境设计、学习资源设计、自主学习设计、协作学习环境设计及学习评价设计等方面进行了分析改进,使其更适用于初中信息技术教学实际,并在教学实践中进一步加以验证和改良。研究结果表明,在初中信息技术教学中应用任务驱动教学法持续激发了学生的学习兴趣,积极转变了学生的学习态度,明显提高了学生的自主学习效果,有效增强了学生的信息获取能力和使用信息技术解决实际问题能力,初步建立了学生的协作意识,显著缩小了学生的两极分化,实现了促进全体学生信息素养发展的目标。本研究在理论和实践层面深化了任务驱动教学法的应用研究,为广大一线教师更新教学观念和教学方法、改革当前初中信息技术课堂教学、全面提高教学质量提供了一定的参考。
With the development of modern information technology and the implementation of further reform of compulsory education curricular, the information technology education enters a new era of overall construction and rapid development. Especially the information technology education at junior high school, which takes the responsibility of connecting primary school education with junior high school as well as the responsibility of laying a solid foundation for senior high school education, is facing a great challenge and has come into the spotlight in this field. Therefore, educators has carried out studies based on both theory and practice and put forward teaching approaches and procedures based on Task-driving theory to promote students’information quality, meet the requirement of the development of information technology education and fit the requests of learners in this field.
Task-driving approach is based on Constructivism Theory. It represents Students Centered Teaching theory and emphasizes that students should accomplish active discovery and construction of knowledge through specific tasks. In the course of curricular reform, many educators has concentrated on the study of Constructivism Theory and adopted Task-driving teaching approach in their teaching practice. However, the lack of theory and experience in this area leads to many problems such as one-sided understanding of task driving, the unoriginal design of the task, the expanding usage of task-driving, and the simplistic appraisal and thus, bring unprecedented doubts towards the theory.
Guided by the scientific and systemic theory out of the teaching practice, this research adopts experimental study method and achieves further study and practice on the application of task–driving teaching in Information Technology education of junior high school. We obtain brand new understanding about Task-driving Teaching through analyzing the current situation based on Constructivism theory, Multiple Intelligences theory, Learning Motivation Research and the Leading status– Subject status teaching theory. Moreover, on the basis of daily teaching experience and the learners’characteristic of junior high school, we systemically design and improve Task-driving Teaching Method on aspects including teaching content analysis, learners’characteristic analysis, task design, task situation design, learning resource design, initiative, learning design, co-operating learning environment design and appraisal design so that it can fit for information technology education in junior high schools and can be tested and improved in the teaching practice further. The result of the research shows the application of Task-driving teaching in junior high school’s information technology inspires the learners’interest , shifts learners’attitude towards study in an optimistic way, improves their initiative study effect , strengthens their ability to obtain information and solve problems in reality with information technology, sets up co-operation spirit, narrows the gap between excellent students and students feeling difficult in study, achieves the aim of overall development of all the students’information quality. This research furthers the application study of task-driving teaching in the fields of theory as well as practice, provides brand new teaching concept and methods, reforms current classroom teaching on information technology education at junior high school and contributes precious reference to the improvement of overall education quality.
任务驱动教学法是一种基于建构主义学习理论的教学方法,主要体现了以学生为中心的教育理念,强调学生通过完成具体任务对知识进行主动探索和意义建构。在我国的新课程改革中,许多教育工作者开始关注研究建构主义学习理论,并采用任务驱动教学法进行教学实践探索。但是,由于理论研究不足和实践经验尚浅,在应用任务驱动教学法的时候出现诸多问题,如任务驱动理解片面化、任务设计庸俗化、任务驱动扩大化、任务评价单一化等,使任务驱动教学法受到前所未有的质疑。
本研究在一线教学中以科学系统的理论为指导,采用准实验研究方法对任务驱动教学法在初中信息技术教学中的应用做了较为深入地探索和实践。通过对我国初中信息技术课程现状和发展特点的剖析,以建构主义学习理论、多元智能理论、学习动机理论和“主导——主体”教学系统设计理论为依据,对任务驱动教学法进行了再认识。在此基础上结合日常教学实践和初中学生的学习特点,对任务驱动教学法的应用进行了系统设计和完善,主要从教学内容目标分析、学习者特征分析、任务设计、任务情境设计、学习资源设计、自主学习设计、协作学习环境设计及学习评价设计等方面进行了分析改进,使其更适用于初中信息技术教学实际,并在教学实践中进一步加以验证和改良。研究结果表明,在初中信息技术教学中应用任务驱动教学法持续激发了学生的学习兴趣,积极转变了学生的学习态度,明显提高了学生的自主学习效果,有效增强了学生的信息获取能力和使用信息技术解决实际问题能力,初步建立了学生的协作意识,显著缩小了学生的两极分化,实现了促进全体学生信息素养发展的目标。本研究在理论和实践层面深化了任务驱动教学法的应用研究,为广大一线教师更新教学观念和教学方法、改革当前初中信息技术课堂教学、全面提高教学质量提供了一定的参考。
With the development of modern information technology and the implementation of further reform of compulsory education curricular, the information technology education enters a new era of overall construction and rapid development. Especially the information technology education at junior high school, which takes the responsibility of connecting primary school education with junior high school as well as the responsibility of laying a solid foundation for senior high school education, is facing a great challenge and has come into the spotlight in this field. Therefore, educators has carried out studies based on both theory and practice and put forward teaching approaches and procedures based on Task-driving theory to promote students’information quality, meet the requirement of the development of information technology education and fit the requests of learners in this field.
Task-driving approach is based on Constructivism Theory. It represents Students Centered Teaching theory and emphasizes that students should accomplish active discovery and construction of knowledge through specific tasks. In the course of curricular reform, many educators has concentrated on the study of Constructivism Theory and adopted Task-driving teaching approach in their teaching practice. However, the lack of theory and experience in this area leads to many problems such as one-sided understanding of task driving, the unoriginal design of the task, the expanding usage of task-driving, and the simplistic appraisal and thus, bring unprecedented doubts towards the theory.
Guided by the scientific and systemic theory out of the teaching practice, this research adopts experimental study method and achieves further study and practice on the application of task–driving teaching in Information Technology education of junior high school. We obtain brand new understanding about Task-driving Teaching through analyzing the current situation based on Constructivism theory, Multiple Intelligences theory, Learning Motivation Research and the Leading status– Subject status teaching theory. Moreover, on the basis of daily teaching experience and the learners’characteristic of junior high school, we systemically design and improve Task-driving Teaching Method on aspects including teaching content analysis, learners’characteristic analysis, task design, task situation design, learning resource design, initiative, learning design, co-operating learning environment design and appraisal design so that it can fit for information technology education in junior high schools and can be tested and improved in the teaching practice further. The result of the research shows the application of Task-driving teaching in junior high school’s information technology inspires the learners’interest , shifts learners’attitude towards study in an optimistic way, improves their initiative study effect , strengthens their ability to obtain information and solve problems in reality with information technology, sets up co-operation spirit, narrows the gap between excellent students and students feeling difficult in study, achieves the aim of overall development of all the students’information quality. This research furthers the application study of task-driving teaching in the fields of theory as well as practice, provides brand new teaching concept and methods, reforms current classroom teaching on information technology education at junior high school and contributes precious reference to the improvement of overall education quality.
引文
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[2]Jane Wi11is.Task-Based Learning: What Kind of Adventure[EB/OL].http:// langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/jul/willis.Html,2004-7-4.
[3]香港教育署.Task-based Learning [EB/OL].http://www.cdc.org.hk/english/tas kbase.html, 2004-7-9.
[4]吴文虎.计算机教程Windows版[M].北京:人民教育出版社,1997:1～2
[5]中华人民共和国教育部.中小学信息技术课程指导纲要(试行)[S].教基[2000]35号, 2000-11-14.
[6]中华人民共和国教育部.普通高中信息技术课程标准(实验)[M].北京:人民教育出版社,2003.
[7]楚永涛.“任务驱动”在中小学信息技术课程中的应用[J].中小学电教,2007(3): 47
[8]李艺.信息技术课程与教学[M].北京:高等教育出版社,2005:107
[9]何克抗.建构主义——革新传统教学的理论基础[J].科学课,2004(1):2～4
[10]加德纳.智能的本质[EB/OL].http://www.edually.com.cn/edu/Article_ Print. asp?ArticleID=862,2005-11-2.
[11]何克抗,郑永柏,谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002:222～227
[1]郭芳.浅探中小学信息技术课程中的“任务”设计[EB/OL]. http://www.edu.cn/ 20010921/3002277.shtml,2005-11-1.
[2]冯增俊.当代国际教育发展[M].上海:华东师范大学出版社,2002.
[3]江苏省教育厅.江苏省义务教育信息技术课程指导纲要(试行)[S].2007.
[4]祝智庭.信息技术为什么能支持教育改革——祝智庭教授访谈[EB/OL].http://zh. sdedu.net/sdzyk/experience/7.htm,2005-5-2.
[5]王吉庆,黄纲.信息技术课程与教学论[M].杭州:浙江教育出版社,2003.
[6]中华人民共和国教育部.中小学信息技术课程指导纲要(试行)[S].教基[2000]35号, 2000-11-14.
[7]郑旭东,张振亭.信息技术教育与学生主体性的实现[J].电化教育研究,2003(6): 13～15
[8]樊志华.浅谈任务驱动中任务设计的优化[J].中小学信息技术教育,2006(7-8): 14～16
[9]何克抗,郑永柏,谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002.
[10]何克抗.建构主义学习环境下的教学设计[EB/OL].http://www.lnnu.edu.cn/xdjy jx/xsqy/xsqy-hkk/jiaoxuesheji.htm, 2005-12-15.
[11]何克抗.建构主义——革新传统教学的理论基础[EB/OL].http://edu.qz.fj.cn/ keyan/zl/4.htm, 2005-12-15.
[12]毛新勇.建构主义学习理论在教学中的应用(下)[EB/OL].http://www.52yuwen.co m/Article/Class74/Class7l/200507/8414.html, 2005-12-1.
[13]郭重吉,江武雄,王夕尧.从理论到实务谈建构主义[EB/OL].http://mail.dali. tcc.edu.tw/com/idea/idea1/idea2.doc1,2006-3-1.
[14]钟志贤.多元智能理论与教育技术[J].电化教育研究,2004(3):7
[15]李培军.对“任务驱动”的再认识[J].中小学信息技术教育,2008(11):23～24
[16]李新会.探析“任务驱动”教学的误区及对策[J].中小学电教,2008(12):39～40
[17]周卫东,靳艳琳.分层教学在信息技术课上的应用[J].中小学电教, 2005(3):35
[18]何克抗.纵论信息技术与课程整合[J].中小学电教,2004(2):4
[19]周卫勇.走向发展性课程评价一谈新课程的评价改革[M].北京:北京大学出版社,2002.
[20]张雄.关于普通高中信息技术课程学习评价的探讨[J].中国电化教育,2005(12): 66～69
[21]冯秀琪.关于构建教学模式的几个问题[EB/OL].http://www.etc.edu.cn/article digest3/problems-about_building_instructional-models.htm,2005-5-2.
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