【作者】 胡晓玲；

【导师】 南国农； 杨改学；

【作者基本信息】 西北师范大学 ， 教育技术学， 2002， 硕士

【摘要】 开设信息技术必修课是我国在中小学普及信息技术教育的主要目标之一。作为一门新设课程，同时又是一门具有鲜明时代特色的课程，信息技术课倍受广大研究者与实践者的重视与关注，成为我国中小学基础教育系列课程中的一枝独秀。本论文运用行动研究法、调查法、观察法、访谈法等，对中小学信息技术课课堂教学的设计与实践进行了深入的分析与探索。 第一部分，简明扼要地阐述了该论文研究的背景、现状和方法，指出该研究将会在一定程度上丰富和发展我国中小学信息技术课课堂教学理论，对优化信息技术课教学有着非常重要的意义。 第二部分，从不同的角度对中小学信息技术课进行了理解与定位。从知识技能层面和能力素养层面两个层面，以及时代性、实践性、综合性三个特性，对信息技术课做了深入浅出的探讨。同时，指出中小学信息技术课是中小学信息技术教育的基础与关键，是培养学生创新能力，发展素质教育，推进教育信息化的重要内容。 第三部分，以教学设计的各个要素为出发点，系统宏观地搭建了中小学信息技术课课堂教学的教学设计理论框架。首先，对教学设计做了相关阐述。其次，对中小学信息技术课课堂教学进行了整体设计。从构建课堂教学的基本理论和思想、选择课堂教学内容、选择课堂教学方法、选择课堂学习方法、选择课堂教学组织形式、选择课堂教学评价方法、创设课堂教学环境等七个方面展开论述。最后设计形成了以建构主义、人本主义为理论基础、以任务驱动法和课程整合法为主要教学方法、以自主学习与合作学习，接受学习与发现学习相结合为主要学习方法、以集体授课，个别化学习和小组相互作用相结合为主要教学组织形式、以表现性评价为主，调查测验为辅的教学评价方法，以及以多媒体教室、电教实验室、计算机室为主要教学环境的信息技术课课堂教学格局。 第四部分，以兰炼二小等几所中小学为实践对象，对信息技术课的课堂教学进行了实践探索。通过三个分别以基本技能学习为主、基本知识学习为主、综合知识运用为主的课堂教学实例，初步验证了信息技术课的课堂教学理论，并在此基础上构建了三个信息技术课课堂教学模式。 第五部分，通过对领导观念意识、信息技术教师、学科课程整合等相关因素的分析，对中小学信息技术课课堂教学的实践过程进行了反思。更多还原

【Abstract】 Establishing Information Technology (IT for short) as a compulsory curriculum is one of the major goals in popularizing the Information Technology Education (ITE for short) hi primary and secondary schools (PSS for short) of China. As a new and modern curriculum with vivid speciality of the time, Information Technology Subject (ITS for short) is receiving more and more attention from the researchers and practitioners, which makes it become a vital one in primary and secondary basic education curriculum. The thesis applies methods of action research survey, observation, interview and so on. The author analyzes and penetrates design and practice of classroom instruction of ITS in PSS.The first part elucidates the background, the status quo and research method on the subject. The study will enrich and develop instructional theory of ITS in PSS, and also will optimize the classroom instruction of ITS.In the second part, the author positions and explains ITS in PSS from different aspects. It has been researched in knowledge skill and ability literacy at different levels, so do with features of timelines, practice and synthetic. At the same time, the author points out that ITS is a basic and key part in ITE, and plays an important role hi cultivating students’ creativity, developing quality education and promoting education informatization.The third part establishes the theory frame of instructional design (ID for short) of classroom instruction in ITS, according to every ID factor. Firstly, it explains in detail about ID. Secondly, it designs ITS in PSS on a whole. The theory is elaborated in following seven aspects: constructing basic theory and concept in teaching selecting instructional contents selecting instructional methods selecting learning methods selecting organization forms in teaching selecting instructional evaluation in classroom instruction designing instructional environment. In the end it forms instructional framework: theory base are constructivism and humanism; instructional method are task-oriented and curriculum integration; learning methods areincluding self-directed learning, cooperative learning, accepted learning and inquiry learning; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation; instruction environment is made up multi-media classroom, video and audio laboratory, computer classroom.The fourth part takes the NO.2 primary school of LanZhou Refinery Company as practicing object, exploring ITS teaching practice. It testifies classroom instruction theory in ITS through basic skill learning, elementary knowledge learning and using comprehensive knowledge cases. On the basics of these parts, it constructs the three instructional modes of ITS.The fifth part analyses the related factors, such as leader’s conception, information technology teachers and IT integrated into curriculum. It also reviews practicing course of ITS in PSS.更多还原