基于混合学习模式的初中信息技术课程的设计与有效性研究

基于混合学习模式的初中信息技术课程的设计与有效性研究中文摘要进入21世纪以来，随着信息技术的快速发展，通讯设备的大量普及，现代社会对人才的需求已经逐渐从劳动密集型向开拓创新型进行转变，目前在中小学开展的《信息技术》课程是培养中小学生信息素养能力的一个有效途径，但是笔者在对一个县级初中所进行的调查中发现，在初中信息技术课程的教学过程中还存在很多不尽如人意的地方和亟待解决的问题。

为了改善初中信息技术课程在传统教学中存在的这些问题，本文提出了将网络教学与面对面传统教学相结合的混合式学习模式，以期通过混合式学习模式在初中信息技术课程中的应用实施，提高学生学习的积极性以及教师教学的有效性，从而有效促进学生在创新、协作、自主学习等方面综合能力的提高。

混合学习模式是为更好地达到教学目标，在多种教学理论的指导下，将传统面对面学习方式的优势和网络化学习方式的优势进行有效融合，从而提高教学效果的一种学习模式，这种模式对信息技术在教育中的广泛应用具有较大的现实和指导意义。

本文分五个部分来进行阐述：第一部分绪论主要介绍了本研究的背景，国内外研究的现状，混合式学习模式提出的必要性及其概念界定，以及本研究的主要动机、意义、研究中使用的方法和工具等；第二部分是基于混合学习模式对初中信息技术课程进行的设计，阐述了基于一定的设计依据和原则，对初中信息技术课程应用混合式学习理论进行的课程设计，为下一部分的具体实验实施提供理论指导；第三部分是混合式学习模式在初中信息技术课程中实施的实证研究，通过笔者的教学实践，采用行动研究法分别对实验班和对照班进行前后测实验设计与实施，以验证在初中信息技术课程中应用混合学习模式的可行性和有效性；第四部分对实验研究的结果进行了阐述和评价讨论，给出了初步的研究结论，即与传统学习模式相比，混合式学习模式更能提高学生的学习成绩，增加学生的学习兴趣；第五部分是对整个研究过程的反思和展望，既有本研究对后续研究的启发，也有研究的不足之处，通过对研究过程中局限性的反思，从而提出了未来进一步研究的方向。

关键词：初中信息技术，混合学习，教学实验The design and effective study of the junior information technology course based on blended learning patternAbstractWhen the society entered into the 21st century, information technology is developing rapidly and a lot of the popularity of the communication equipments, the demand of modern society for talent has gradually shifted from labor-intensive to develop innovatively, thus, information literacy is becoming a basic quality for modern pupils. Now IT courses generally carried out in primary and secondary schools is an effective way to train students’ information literacy competency. However, the writer found by means of a survey conducted in a county-level junior high school that there are still many unsatisfactory areas and problems demanding prompt solution in the teaching process of information technology courses, such as obsolete teaching means, rigid teaching thought, and students are not highly interested in learning. In order to change these problems, this article put forward to the hybrid learning mode which combined the network teaching with face-to-face traditional teaching phase, hoping that the application and implementation of hybrid learning mode can improve students’ enthusiasm for learning and teaching effectiveness of teachers, so as to promote students’ comprehensive learning ability in innovation, collaboration, self-learning effectively, and also provide a reference for teaching reform of the modern traditional primary and secondary schools.Blended learning is a kind of teaching mode which mixes the merits of traditional face-to-face learning pattern and the advantages of online learning approach under the guidance of a variety of instructional theories, so as to achieve the goal of teaching in an even better fashion and enhance learning effect. This mode has a large reality and guiding significance to the widespread use of information technology in teaching.This article was stated elaborately by dividing into five sections: The first part is the introduction of the study, and it introduced the background, the research status quo at home and abroad, and the need for proposing the blended learning model and its concept definition, as well as the main motivation, the significance, methods and tools for this research; Part IIis the effective design of IT courses in the junior high school based on blended learning mode, which showed the course design with the application of blended learning mode in junior high school IT courses according to certain design basis and principles, providing theoretical guidance for the next part of the specific experimental implementation; Part III is an empirical research about blended learning model implemented in junior high school IT courses. In order to verify the feasibility and effectiveness of the application of blended learning mode in junior high school IT courses, by means of the author’s teaching practice, action research method was adopted to conduct before and after measure experimental design and implementation at experimental class and compared class; Part IV presented the results of experimental research and made some evaluation and discussions, given the preliminary conclusions of the study which is that a hybrid learning mode, compared with the traditional learning model, can better enhance student achievement and increase students’ interest in learning; Part V are the Reflection and Prospect of the entire course of the study, which involved both inspiration to the follow-up study and the inadequacies of the current study. With reflecting the limitations of the research process, we proposed the investigative direction of further research.Key words: junior high school information technology; blended learning; teaching experiment目录中文摘要 (1)Abstract (2)第一章绪论 (1)一、研究的背景 (1)（一）现代社会对人才信息素养的要求 (1)（二）教育改革的新进展 (1)（三）信息技术课程的教学现状 (1)（四）混合式学习的产生 (2)二、混合学习模式的界定及内涵 (3)（一）模式的概念 (3)（二）混合学习的概念界定 (3)1.国外研究现状 (3)2.国内研究现状 (4)（三）混合学习模式的内涵 (5)三、研究的主要动机和目的 (5)（一）研究的主要动机 (5)（二）研究的主要目的 (7)四、研究的意义 (7)（一）研究的理论意义 (7)（二）研究的实践意义 (8)（三）研究的个人意义 (8)五、研究的方法和工具 (8)（一）主要研究方法 (8)（二）研究工具 (10)（三）可行性分析 (10)第二章基于混合学习模式的初中信息技术课程的设计 (11)一、基于混合学习模式的初中信息技术课程的设计依据和原则 (11)（一）设计的依据 (11)（二）设计的原则 (12)二、基于混合学习理论的初中信息技术课程的教学模式设计 (12)（一）前端分析，确定教学目标 (12)（二）呈现优秀案例激发讨论 (13)（三）补习前需知识，提供相关学习资源 (13)（四）学生协作学习，教师组织引导 (13)（五）学习效果评价及反思 (14)（六）强化练习设计，促进知识迁移 (14)三、基于混合式学习模式的初中信息技术课程设计创新点 (14)四、具体案例设计 (15)第三章信息技术课程基于混合学习模式的实验研究 (17)一、实验方案设计 (17)（一）实验目的 (17)（二）实验假设 (17)（三）被试选择 (17)（四）实验变量 (17)（五）实验过程 (18)（六）数据统计 (18)二、具体实验实施 (18)（一）实验前测和分组 (18)（二）学习需要分析 (19)（三）确定课程目标 (19)（四）实施环境设置 (20)（五）控制实验情境 (20)（六）教学的组织与实施 (20)1.课程导入 (20)2.教学媒体的选择 (21)3.学习工具 (21)4.活动组织 (22)5.期末讲座 (23)三、实验后测 (23)（一）后测评价内容 (23)（二）后测评价方式 (23)1.笔试成绩 (23)2.观察 (23)3.访谈 (24)第四章实验结果及评价 (25)一、笔试成绩结果 (25)二、观察结果 (25)三、访谈结果 (26)第五章反思和展望 (28)一、不足和反思 (28)二、后续研究与展望 (28)结论 (31)参考文献 (32)附录 (34)附录1 调查问卷 (34)附录2 前测试卷 (36)附录3 前测成绩表 (39)附录4 后测试卷 (40)附录5 后测成绩表 (43)附录6 访谈提纲 (44)致谢............................................................. 错误！未定义书签。