主题式学习在中职计算机专业课程教学中的应用
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摘要
主题式学习作为一种新的学习方式正不断冲击着传统的学习方式和课程观,其实施理念和组织方式对我国正在推行的综合课程的实施也有着很好的借鉴作用。它强调以问题为中心,以合作探究为基础,以培养学生的创新精神和创造能力为目标,具有学习内容综合性与开放性、学习过程主动性和协作性、学习成果创造性和多样性的特点。
主题式学习很适合应用到中小学阶段的学习,同样也适合中等职业学校的教学情况。传统教学科目的学习是为了方便教学而人为划分,不是“自然存在”的。学习者在将学习内容融入认知体系,乃至进一步在生活中应用时,这些知识应该被整合成系统化的知识主题。计算机网络的应用对于职业教育实施的形式与内涵都有明显的冲击与影响,并且会在未来扮演更重要的角色。
本文研究的内容是中职计算机专业课程的主题式学习,利用网络平台和Internet资源,充分挖掘课程中的知识,在学习过程中让学生收获的不仅仅是知识,更主要的是学会合作,提高自身分析问题、解决问题的能力。
全文内容概括为五章。
第一章绪论。主要介绍本课题的研究背景、研究现状、研究目的和意义,研究内容以及所采用的研究方法。本课题研究将在一定程度上丰富和发展我国中职计算机教学设计的理论,对优化中职计算机教学具有重要的意义。
第二章研究基础。指出了主题式学习的相关理论,并对主题式学习的定义和内涵进行了分析,提出了本论文对主题式学习的定位。
第三章应用方法。对中等职业学校的计算机专业课程特点进行了阐述,提出了进行主题式学习的必要性和可行性。结合中职计算机专业教学的实际对主题教学模式提出了五个实施步骤:设计主题、组织学习活动、整理主题式学习数据、成果展示、评价学习成果。
第四章应用实例。介绍了实践研究的背景、条件、实施过程,并选取了中职计算机专业课程中的《计算机组装与维修》为案例进行了评析。
第五章总结与展望。总结了实践中的成功之处和存在的问题并提出了相应的解决策略。
The Theme-Based Learning as a new way of learning has been an impact on traditional learning methods and curriculum. Its organization and implementation of the concept also has a very good reference to China's ongoing implementation of the integrated curriculum. It emphasizes problem-center, explores the basis of cooperation, and fosters the students’spirit of innovation and creativity as the goal. It has such a feature with a comprehensive learning content and openness, initiative and collaborative learning process, learning the outcome of creativity and diversity.
The Theme-Based Learning applied for the phase of the study for primary and secondary schools. It’s also suitable for secondary vocational schools’teaching situation. Traditional teaching of subjects divided by man, not "naturally" in order to facilitate the learning and teaching. The learning content will be integrated into the cognitive system, and even further in the life of the application by the learners. This knowledge would be integrated into a systematic knowledge of the subject. The application of computer networks for the implementation of vocational education in the form of connotations has been a marked impact and influence. It would play a more important role in the future.
In this paper, the contents of the computer professional level courses are the subject of study. We’ll use the Internet and network resources to fully tap the knowledge of the curriculum, in the learning process for students. They not only gain knowledge, learn to be more important to work together to raise their own Analysis of issues, problem-solving abilities.
The full text summed up the contents with five chapters.
Chapter I: Introduction. It introduces the subject of the background research, research, research purpose and significance of the study, as well as an approach to the study. This research will be a certain extent to enrich and develop the teaching of computer design level of theory. It’s of great significance to the level of optimization of computer teaching.
Chapter II: Research basis. Research on the basis of the second chapter, point out that the Theme-Based Learning theory, and learn the definition of the theme and content analysis, put forward the thesis on the subject of study and location.
Chapter III: Application methods. The computer science courses characteristics of secondary vocational schools are described. A study carried out the theme of the necessity and feasibility. Combined with computer science teaching post in the actual teaching of the subject, make the implementation of the five steps: the design theme, organizational learning activities, organizes the theme of the study data, the results show, and the evaluation of learning outcomes.
Chapter IV: Application examples. Introduced the practice of research background, the implementation process and select the level of computer science courses in "computer assembly and maintenance" for the assessment of the case;
Chapter V: Summary and Outlook. Summed up the practice of success and problems and put forward the corresponding strategies to address.
主题式学习很适合应用到中小学阶段的学习,同样也适合中等职业学校的教学情况。传统教学科目的学习是为了方便教学而人为划分,不是“自然存在”的。学习者在将学习内容融入认知体系,乃至进一步在生活中应用时,这些知识应该被整合成系统化的知识主题。计算机网络的应用对于职业教育实施的形式与内涵都有明显的冲击与影响,并且会在未来扮演更重要的角色。
本文研究的内容是中职计算机专业课程的主题式学习,利用网络平台和Internet资源,充分挖掘课程中的知识,在学习过程中让学生收获的不仅仅是知识,更主要的是学会合作,提高自身分析问题、解决问题的能力。
全文内容概括为五章。
第一章绪论。主要介绍本课题的研究背景、研究现状、研究目的和意义,研究内容以及所采用的研究方法。本课题研究将在一定程度上丰富和发展我国中职计算机教学设计的理论,对优化中职计算机教学具有重要的意义。
第二章研究基础。指出了主题式学习的相关理论,并对主题式学习的定义和内涵进行了分析,提出了本论文对主题式学习的定位。
第三章应用方法。对中等职业学校的计算机专业课程特点进行了阐述,提出了进行主题式学习的必要性和可行性。结合中职计算机专业教学的实际对主题教学模式提出了五个实施步骤:设计主题、组织学习活动、整理主题式学习数据、成果展示、评价学习成果。
第四章应用实例。介绍了实践研究的背景、条件、实施过程,并选取了中职计算机专业课程中的《计算机组装与维修》为案例进行了评析。
第五章总结与展望。总结了实践中的成功之处和存在的问题并提出了相应的解决策略。
The Theme-Based Learning as a new way of learning has been an impact on traditional learning methods and curriculum. Its organization and implementation of the concept also has a very good reference to China's ongoing implementation of the integrated curriculum. It emphasizes problem-center, explores the basis of cooperation, and fosters the students’spirit of innovation and creativity as the goal. It has such a feature with a comprehensive learning content and openness, initiative and collaborative learning process, learning the outcome of creativity and diversity.
The Theme-Based Learning applied for the phase of the study for primary and secondary schools. It’s also suitable for secondary vocational schools’teaching situation. Traditional teaching of subjects divided by man, not "naturally" in order to facilitate the learning and teaching. The learning content will be integrated into the cognitive system, and even further in the life of the application by the learners. This knowledge would be integrated into a systematic knowledge of the subject. The application of computer networks for the implementation of vocational education in the form of connotations has been a marked impact and influence. It would play a more important role in the future.
In this paper, the contents of the computer professional level courses are the subject of study. We’ll use the Internet and network resources to fully tap the knowledge of the curriculum, in the learning process for students. They not only gain knowledge, learn to be more important to work together to raise their own Analysis of issues, problem-solving abilities.
The full text summed up the contents with five chapters.
Chapter I: Introduction. It introduces the subject of the background research, research, research purpose and significance of the study, as well as an approach to the study. This research will be a certain extent to enrich and develop the teaching of computer design level of theory. It’s of great significance to the level of optimization of computer teaching.
Chapter II: Research basis. Research on the basis of the second chapter, point out that the Theme-Based Learning theory, and learn the definition of the theme and content analysis, put forward the thesis on the subject of study and location.
Chapter III: Application methods. The computer science courses characteristics of secondary vocational schools are described. A study carried out the theme of the necessity and feasibility. Combined with computer science teaching post in the actual teaching of the subject, make the implementation of the five steps: the design theme, organizational learning activities, organizes the theme of the study data, the results show, and the evaluation of learning outcomes.
Chapter IV: Application examples. Introduced the practice of research background, the implementation process and select the level of computer science courses in "computer assembly and maintenance" for the assessment of the case;
Chapter V: Summary and Outlook. Summed up the practice of success and problems and put forward the corresponding strategies to address.
引文
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[3]陈越.建构主义与建构主义学习理论综述[EB/OL]. http://www.being.org.cn/theory/constructivism.htm,2002-6-17/2008-10-10.
[4]顾小清,祝智庭.主题式学习设计——信息技术与课程整合的使用模式[M].北京:科学教育出版社.2005.105
[5]李顺.课程整合的主题学习模式[D].南京:南京师范大学.2004.
[6]奥苏贝尔的意义学习理论[EB/OL]. http://202.206.208.50/education/theroy-course/xuexilun/charpt4/lesson4/first.htm,2003-11-17/2008-10-10.
[7]刘明洲.网络主题式学习模式之建构与研究[EB/OL]. http://ksei.bnu.edu.cn/english/gccce2002/lunwen/gcccelong/225.doc,2005-1-26/2008-10-10.
[8]廖智倩.主题统整活动设计初探[EB/OL]. http://www.tbes.tcc.edu.tw/teacher1/,2002-2-18/2008-10-10.
[9]曹晓明.基于网络的主题式学习的设计与实施[EB/OL]. http://www.etc.edu.cn/lab/group/Aming%20introduce/paper/tbl.doc,2003-3-13/2008-10-10.
[10]顾小清,祝智庭.主题式学习设计——信息技术与课程整合的使用模式[M].北京:科学教育出版社.2005.37.
[11]摩尔定律[EB/OL].http://baike.baidu.com/view/17904.htm,2008-8-20/2008-10-10.
[12]孙佩娟,罗晋华.基于Web环境下CAI课件设计思想的研究[J].中国教育技术装备.2007(8): 36.
[13]袁顶国,朱德全.论主题式教学设计的内涵、外延与特征[J].课程·教材·教法.2006(12):19-23.
[14] Grant Wiggins,Jay McTighe.理解力培养与课程设计[M].北京:中国轻工业出版社.2003.
[1] Robert J.Sternberg,Wendy M.Williams,张厚粲.教育心理学[M] .北京:中国轻工业出版社.2003.
[2] Robin Fogarty,钱美华.多元智能与问题式学习[M].北京:中国轻工业出版社.2005.
[3]王涛涛.基于Internet的中学化学主题式学习模式的构建[J].现代教育技术.2004(3):68-71.
[4]杨蕾.基于资源的主题式学习研究[D].南昌:江西师范大学.2003.
[5]肖晓飞.PBL网络教学模式中的辅导机制及策略研究[D].西安:陕西师范学院.2006.
[6]张大均.教育心理学[M].北京:人民教育出版社.2004.
[7]徐丽丽,陆宏.如何设计主题式探究学习活动[J].网络科技时代.2007(08):24.
[8]李顺.课程整合的主题式学习模式[D].南京:南京师范大学.2004.
[9]潘静,祁利平.中职计算机专业课程设置的探讨[J].计算机教育.2004(11):23.
[10]向政庆.中职计算机专业课程考核改革的探索[J].职教论坛.2006(3):53-54.
[11] Patricial L.Roberts, Richard D.kellough,李亦菲.跨学科主题单元教学指南[M].北京:中国轻工业出版社.2005.
[12] Joseph S.Krajcik, Charlene M.Czerniak, Carl F.Berger,王磊.中小学科学教学一基于项目的方法与策略[M].北京:高等教育出版社.2004.
[13] Sally Berman,夏蕙贤.多元智能与项目学习一活动设计指导[M].北京:中国轻工业出版社.2004.
[14] Linda Torp, Sara Sage,刘孝群.基于问题的学习一让学习变的轻松而有趣[M].北京:中国轻工业出版社.2005.
[15]柴俊霞.能力本位下的中职计算机文化基础课程新型教学模式的探讨与实践[D].北京:首都师范大学.2006.
[16]黄映玲.建构网络环境下的主题式学习[J].中小学信息技术教育.2006(3):35-37.
[17]庄秀丽.如何让教育主题资源网站走进课堂[J].信息技术教育.2005(2):5-7 .
[18]施嘉平.主题式教学”的实践研究——任务型学习模式在小学英语教学中的运用[J].课程·教材·教法.2006(01):30-35.
[19]张克慧,李文英,袁胜昔.谈中职的计算机专业课程设置[J].计算机教育.2004(11):21-22.
[20]王莉,王萍.基于网络的主题探究式学习[J].职教通讯.2005(7):46-47 .
[21]钟志贤.如何发展学习者的高阶思维[J].远程教育杂志.2005(04):78.
[22]刘建中.主题式网络教学的模式[J].网络与教育.2002(3):23-25
[23]祝智庭教授.《单元问题与基本问题》演示文稿[M/CD].Intel未来教育光盘
[24]高文著.教学模式论[M].上海:上海教育出版社.2002.
[25]张华著.课程与教学论[M].上海:上海教育出版社.2002.
[26]张海鹏.计算机专业中职、高职课程衔接的研究[J].石家庄职业技术学院学报,2003(6):36-38.
[27] MaryEllen Vogt.Cross-Curricular Thematic lnstruction[EB/OL]. http://www.eduplace.com/rdg/res/vogt.html,2008-9-24/2008-10-15.
[28] Anita Henson.THEMES AND PROJECTS IN MY INTERMEDIATE MULTI-AGE CLASSROOM[EB/OL].http://www.concentric.net/~Ahenson/,2001-9-23/2008-10-15.
[29] Model Thematic Unit: Dinosaurs[EB/OL]. http://www.theteachersguide.com/Dinosaurs.html,2008-8-26/2008-10-15.
[30] Theme Based Learning Circles[EB/OL]. http://www.iearn.org/circles/lcguide/p.intro/a.themes.html,2008-10-10/2008-10-15.
[31]陈华峰.奥苏伯尔的有意义学习理论对课堂教学改革的启示[EB/OL]. http://www.psychcn.com/enpsy/200307/94933625.shtml,2008-9-18/2008-10-15.
[2]李红艳.信息时代中小学主题学习设计研究[D].南京:南京师范大学.2006.
[3]陈越.建构主义与建构主义学习理论综述[EB/OL]. http://www.being.org.cn/theory/constructivism.htm,2002-6-17/2008-10-10.
[4]顾小清,祝智庭.主题式学习设计——信息技术与课程整合的使用模式[M].北京:科学教育出版社.2005.105
[5]李顺.课程整合的主题学习模式[D].南京:南京师范大学.2004.
[6]奥苏贝尔的意义学习理论[EB/OL]. http://202.206.208.50/education/theroy-course/xuexilun/charpt4/lesson4/first.htm,2003-11-17/2008-10-10.
[7]刘明洲.网络主题式学习模式之建构与研究[EB/OL]. http://ksei.bnu.edu.cn/english/gccce2002/lunwen/gcccelong/225.doc,2005-1-26/2008-10-10.
[8]廖智倩.主题统整活动设计初探[EB/OL]. http://www.tbes.tcc.edu.tw/teacher1/,2002-2-18/2008-10-10.
[9]曹晓明.基于网络的主题式学习的设计与实施[EB/OL]. http://www.etc.edu.cn/lab/group/Aming%20introduce/paper/tbl.doc,2003-3-13/2008-10-10.
[10]顾小清,祝智庭.主题式学习设计——信息技术与课程整合的使用模式[M].北京:科学教育出版社.2005.37.
[11]摩尔定律[EB/OL].http://baike.baidu.com/view/17904.htm,2008-8-20/2008-10-10.
[12]孙佩娟,罗晋华.基于Web环境下CAI课件设计思想的研究[J].中国教育技术装备.2007(8): 36.
[13]袁顶国,朱德全.论主题式教学设计的内涵、外延与特征[J].课程·教材·教法.2006(12):19-23.
[14] Grant Wiggins,Jay McTighe.理解力培养与课程设计[M].北京:中国轻工业出版社.2003.
[1] Robert J.Sternberg,Wendy M.Williams,张厚粲.教育心理学[M] .北京:中国轻工业出版社.2003.
[2] Robin Fogarty,钱美华.多元智能与问题式学习[M].北京:中国轻工业出版社.2005.
[3]王涛涛.基于Internet的中学化学主题式学习模式的构建[J].现代教育技术.2004(3):68-71.
[4]杨蕾.基于资源的主题式学习研究[D].南昌:江西师范大学.2003.
[5]肖晓飞.PBL网络教学模式中的辅导机制及策略研究[D].西安:陕西师范学院.2006.
[6]张大均.教育心理学[M].北京:人民教育出版社.2004.
[7]徐丽丽,陆宏.如何设计主题式探究学习活动[J].网络科技时代.2007(08):24.
[8]李顺.课程整合的主题式学习模式[D].南京:南京师范大学.2004.
[9]潘静,祁利平.中职计算机专业课程设置的探讨[J].计算机教育.2004(11):23.
[10]向政庆.中职计算机专业课程考核改革的探索[J].职教论坛.2006(3):53-54.
[11] Patricial L.Roberts, Richard D.kellough,李亦菲.跨学科主题单元教学指南[M].北京:中国轻工业出版社.2005.
[12] Joseph S.Krajcik, Charlene M.Czerniak, Carl F.Berger,王磊.中小学科学教学一基于项目的方法与策略[M].北京:高等教育出版社.2004.
[13] Sally Berman,夏蕙贤.多元智能与项目学习一活动设计指导[M].北京:中国轻工业出版社.2004.
[14] Linda Torp, Sara Sage,刘孝群.基于问题的学习一让学习变的轻松而有趣[M].北京:中国轻工业出版社.2005.
[15]柴俊霞.能力本位下的中职计算机文化基础课程新型教学模式的探讨与实践[D].北京:首都师范大学.2006.
[16]黄映玲.建构网络环境下的主题式学习[J].中小学信息技术教育.2006(3):35-37.
[17]庄秀丽.如何让教育主题资源网站走进课堂[J].信息技术教育.2005(2):5-7 .
[18]施嘉平.主题式教学”的实践研究——任务型学习模式在小学英语教学中的运用[J].课程·教材·教法.2006(01):30-35.
[19]张克慧,李文英,袁胜昔.谈中职的计算机专业课程设置[J].计算机教育.2004(11):21-22.
[20]王莉,王萍.基于网络的主题探究式学习[J].职教通讯.2005(7):46-47 .
[21]钟志贤.如何发展学习者的高阶思维[J].远程教育杂志.2005(04):78.
[22]刘建中.主题式网络教学的模式[J].网络与教育.2002(3):23-25
[23]祝智庭教授.《单元问题与基本问题》演示文稿[M/CD].Intel未来教育光盘
[24]高文著.教学模式论[M].上海:上海教育出版社.2002.
[25]张华著.课程与教学论[M].上海:上海教育出版社.2002.
[26]张海鹏.计算机专业中职、高职课程衔接的研究[J].石家庄职业技术学院学报,2003(6):36-38.
[27] MaryEllen Vogt.Cross-Curricular Thematic lnstruction[EB/OL]. http://www.eduplace.com/rdg/res/vogt.html,2008-9-24/2008-10-15.
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