1、基于问题解决的小学信息技术课教学设计和实践的研究摘 要随着新课程改革的深入开展，小学信息技术课的教学质量和教学效果是不容忽视的问题。对于一门理论与技能并重的课程，如何开展教学才能提升学习者的思维能力和问题解决能力，已经成为摆在教师面前的难题。因此，对信息技术课程教学模式和教学结构的探索成为很多研究者的研究课题。在这一课题中，有效的教学设计成为解决难题的关键之一，基于问题解决的小学信息技术课教学设计就是在这种历史条件下提出来的。本课题以认知主义学习理论、建构主义学习理论、问题解决学习理论、教学设计理论为理论基础，通过对小学信息技术课程的新课程标准以及教学内容进行分析，结合问题、问题解决、教与学等
2、方面的研究成果，提出了基于问题解决的教学模式，尝试让学生发现实际生活与学习中的问题，或由老师创设问题的情景，引导学生发现问题、分析问题、确定问题、解决问题，培养学生主动发现、积极探索、解决问题的能力。本研究在教学设计理论的指导下，构建了基于问题解决的教学设计模式，并就基于问题解决的教学设计过程、教学设计策略等进行了深入细致的讨论；并在理论研究的基础上，结合两个基于问题解决的教学设计案例，通过提供由浅入深、层进式的问题，引导学生进行问题解决并逐步深入理解问题中隐含的理论知识和操作技能，使学生的理论水平和实际技能都有了很大的提高。由于在协作学习的有关理论指导下，学生的学习过程得到了有效控制，从而保
3、证了教学实践过程的有效性。教学实践证明，基于问题解决的教学模式能够较好地解决小学信息技术课教学中面临的问题，特别有助于学生操作技能的培养，对于促进学生的全面发展和可持续发展都具有重要意义。本课题采用了文献检索法、理论研究法、行动研究法和问卷调查等多种研究方法。关键词：问题解决 教学模式 教学设计 信息技术课教学THE RESEARCH OF INSTRUCTIONAL DESIGN AND PRACTICE FOR SENIOR HIGH SCHOOL IT COURSE BASED ON PROBLEM SOLVINGABSTRACTAs the new curriculum reform
4、goes far in our country, the quality and design of IT course for senior high school can not be neglected any more. As a course to with both theory and skill are important, it has become a difficult problem facing the IT teachers what is the best way to teach in order to improve the learners ability
5、of thinking and problem solving. Thus, it has become the popular research subject for many researchers to study the instructional model and structure of IT course. As for this subject, the key to solving this problem is effective instructional design. Under the circumstances, it is necessary to rese
6、arch the instructional design for senior high school IT course based on problem solving. The subject is based on cognitive learning theory, constructivism learning theory, the learning theory of problem-solving and the instructional design theory. Having analyzed the new curriculum and the content o
7、f IT course for senior high school and combined the research findings of problem, problem solving, teaching, learning and so on, I put for forward the instructional model based on problem solving, trying to get the students to find the problem in daily life and learning, or to guide the students to
8、find out problem, analyze problem, confirm problem and solving problem in the situation created by the teacher, thus, fostering the students ability of initiative finding, active quest and problem-solving. Under the guidance of instructional design theory, this study constructs the instructional des
9、ign model and discusses thoroughly about the process and design of instructional design based on problem solving. In addition, based on the research on theory and two cases of instructional design based on problem solving, the students were guided to carry out problem solving and then understand gra
10、dually the theory and the skill of practice through the layer problem from the easy to difficult. In this way, the theory level and the practical skill of the students were greatly improved. Because is was under the guidance of theory on cooperation learning as well the learning process of the stude
11、nts was well controlled, which guaranteed the validity of the process of teaching practice.It has been proved by teaching practice that the instructional model based on problem solving is a solution to the problems arose in the teaching of IT course for senior high school, especially fostering the s
12、tudents skill of practice, which is of great importance to promote the integrated and sustainable development of students.This study adopts literature research approach, theoretical approach, action research approach questionnaire and so on.KEY WORDS: Problem Solving Instructional model Instructiona
13、l Design Information Technology Education57目 录基于问题解决的小学信息技术课教学设计和实践的研究i摘 要iThe Research of Instructional Design and Practice for Senior High School IT Course Based on Problem SolvingiiABSTRACTii目 录i第1章引言11.1研究背景11.1.1小学信息技术课教学研究在教育改革具有重要意义11.1.2小学信息技术任务驱动教学中存在的问题11.1.3选题研究的意义21.2相关研究综述31.2.1任务的涵义31.
14、2.2任务设计策略的相关研究31.2.3教学评价61.3研究方案81.3.1研究目标81.3.2研究内容81.3.3研究设想91.3.4拟解决的关键问题111.4拟采取的研究方法111.4.1研究方法111.4.2实施方案：111.4.3可行性分析121.4.4本研究的特色与创新之处12第2章小学信息技术课程的特点与目标132.1小学信息技术课程的目标132.2课改对小学信息技术课程要求132.3小学信息技术课程的特点132.3.1基础性142.3.2应用性142.3.3整合性142.3.4趣味性142.4小学生学习信息技术课程的特点15第3章课题研究的理论基础163.1建构主义学习理论163
15、.1.1建构主义的知识观163.1.2建构主义的学习观173.1.3建构主义的教学观173.2临近发展区理论183.2.1两种发展水平183.2.2“教学应当走在发展的前面”183.3任务驱动教学183.4教学评价理论18第4章基于任务设计的小学信息技术教学的实证性研究194.1任务的设计194.1.1分析教学内容194.1.2分析学生学习特征194.1.3确定教学目标194.1.4任务设计的原则204.1.5任务的类型204.2任务实施过程224.3教学评价23第5章总结与展望245.1基于问题解决的基本知识技能的教学设计案例255.1.1教学目标255.1.2教学内容分析265.1.3教学对象分析265.1.4教学过程275.1.5课后反思375.2基于问题解决的作品设计的教学设计案例375.2.1教学目标375.2.2教学内容分析385.2.3教学对象分析385.2.4教学策略395.2.5教学过程39第6章基于问题解决的教学设计的教学实践476.1实践程序476.1.1实践准备476.1.2前测47