簡(jiǎn)介：8ILLLLLLTLLLLTLLLILLLILY3448515分類號(hào)UDC●■■●■■■■●●■●●●■●●■■一中何鬣火等士學(xué)位論文密級(jí)編號(hào)學(xué)位申請(qǐng)人姓名劉蕓申請(qǐng)學(xué)位學(xué)生類別教宣碩士申請(qǐng)學(xué)位學(xué)科專業(yè)鱟登絲堂差堡指導(dǎo)教師姓名劉東虹教授萆碩土翌疊教一培一墮盟盟塑語(yǔ)一籃盛英一璺越篡～蠱讀一上盟監(jiān)業(yè)法一豎盟釜英一以一教_生一華蘭一蘭煎導(dǎo)一碩士學(xué)位論文MASTER’STHESISASTUDYONHOWTEACHINGPLANSINFLUENCESTUDENTS，READINGCOMPREHENDINGABILITYINREADINGCLASSESTAKINGAHIGHSCHOOLINGUANGSHUICITYHUBEIPROVINCEASANEXAMPLEATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMADEGREEINENGLISHEDUCATIONBVLIUYUNPOSTGRADUATEPROGRAMSCHOOLOFFOREIGNLANGUAGESCENTRALCHINANORMALUNIVERSITYSUPERVISORLIUDONGHONGACADEMICTITLEPROFESSORSIGNATUREAPPROVEDDECEMBER2017

簡(jiǎn)介：中圖分類號(hào)G434UDC376密級(jí)公開(kāi)學(xué)校代碼10094訶4￡解為尢李碩士學(xué)位論文農(nóng)村教碩信息技術(shù)環(huán)境下農(nóng)村小學(xué)綜合實(shí)踐活動(dòng)教學(xué)案例研究RURALPRIMARYSCHOOLUNDERTHEINFORMATIONTECHNOLOGYENVIRONMENTCOMPREHENSIVEPRACTICETEACHINGCASESTUDIES作者姓名張福靜指導(dǎo)教師林萬(wàn)新教授學(xué)科專業(yè)現(xiàn)代教育技術(shù)研究方向教育技術(shù)理論與應(yīng)用論文開(kāi)題日期2013年4月LO日摘要綜合實(shí)踐活動(dòng)課程的設(shè)置根本目的在于促進(jìn)學(xué)生的全面發(fā)展，它的特性決定了學(xué)校進(jìn)行綜合實(shí)踐活動(dòng)的領(lǐng)域是廣闊的，為學(xué)校教育提供了嶄新的天地。如今，人類已經(jīng)進(jìn)入知識(shí)經(jīng)濟(jì)時(shí)代、信息技術(shù)時(shí)代。在此時(shí)代環(huán)境下開(kāi)展實(shí)施綜合實(shí)踐活動(dòng)，更要將信息技術(shù)有機(jī)的融入到綜合實(shí)踐活動(dòng)的過(guò)程之中?，F(xiàn)階段，各國(guó)對(duì)綜合實(shí)踐活動(dòng)課程的研究都已經(jīng)成熟，并取得了豐碩的成果。我國(guó)也不例外。我國(guó)眾多專家學(xué)者對(duì)綜合實(shí)踐活動(dòng)課程都有著各自獨(dú)到的見(jiàn)解，并制定多項(xiàng)課題，還結(jié)集出版了教材或是論文集，為一線教師提供了理論參考。許多城市學(xué)校都設(shè)計(jì)出了較為成熟的綜合實(shí)踐活動(dòng)案例，并可以供其他地區(qū)借鑒。但是，我們也發(fā)現(xiàn)，農(nóng)村學(xué)校在信息技術(shù)環(huán)境下開(kāi)展綜合實(shí)踐活動(dòng)仍在實(shí)驗(yàn)和探索的過(guò)程之中。本文特以此為契機(jī)，展開(kāi)對(duì)信息技術(shù)環(huán)境下農(nóng)村學(xué)校進(jìn)行綜合實(shí)踐活動(dòng)的探索研究與實(shí)踐。筆者作為一名農(nóng)村小學(xué)綜合實(shí)踐活動(dòng)課程的任課教師，有機(jī)會(huì)接觸與實(shí)踐研究有關(guān)領(lǐng)域方面的內(nèi)容。在開(kāi)展研究與實(shí)踐的過(guò)程之中呈現(xiàn)出諸多問(wèn)題，加之正逢畢業(yè)論文開(kāi)題之季，所以基于此種情況，確定了論文選題。在課題開(kāi)展過(guò)程中對(duì)選題的目的意義加以了詳細(xì)的解釋說(shuō)明。廣泛閱讀文獻(xiàn)資料，分析綜合實(shí)踐活動(dòng)在國(guó)內(nèi)外發(fā)展的現(xiàn)狀，并依據(jù)現(xiàn)狀研究與實(shí)踐需要使研究思路更加清晰，研究方法更加適當(dāng)。接著，需要對(duì)信息技術(shù)環(huán)境下農(nóng)村小學(xué)綜合實(shí)踐活動(dòng)進(jìn)行分層論述。將此主題進(jìn)行拆分與組合，最終決定對(duì)綜合實(shí)踐活動(dòng)進(jìn)行詳細(xì)論述，對(duì)如何充分利用信息技術(shù)環(huán)境開(kāi)展綜合實(shí)踐活動(dòng)進(jìn)行分析，對(duì)信息技術(shù)環(huán)境下農(nóng)村小學(xué)綜合實(shí)踐活動(dòng)如何突出農(nóng)村特色提出見(jiàn)解。然后，就信息技術(shù)環(huán)境下，農(nóng)村小學(xué)如何進(jìn)行綜合實(shí)踐活動(dòng)案例的設(shè)計(jì)加以詳細(xì)的介紹。依據(jù)綜合實(shí)踐活動(dòng)案例的組成特點(diǎn)，分別對(duì)活動(dòng)主題、活動(dòng)目標(biāo)、活動(dòng)內(nèi)容、活動(dòng)過(guò)程、活動(dòng)評(píng)價(jià)這幾個(gè)環(huán)節(jié)中涉及的原則、過(guò)程和方法進(jìn)行詳細(xì)的敘述。在每一環(huán)節(jié)設(shè)計(jì)的時(shí)候，注重突出信息技術(shù)優(yōu)勢(shì)，發(fā)展農(nóng)村特色。最后，結(jié)合研究實(shí)踐，闡述兩個(gè)典型案例。通過(guò)對(duì)案例的應(yīng)用分析與研究，為廣大教師設(shè)計(jì)綜合實(shí)踐活動(dòng)案例提供了參考?？傊?，筆者通過(guò)努力研究與實(shí)踐，以地方特色資源利用與開(kāi)發(fā)為線索，探索出開(kāi)展綜合實(shí)踐活動(dòng)的有效途徑和方法，進(jìn)一步完善課程資源，同時(shí)面向?qū)W生完整的生活領(lǐng)域，Ⅲ

簡(jiǎn)介：點(diǎn)擊查看更多具身認(rèn)知視野下的教學(xué)因素分析研究——以《小學(xué)數(shù)學(xué)》電子白板教學(xué)視頻案例為主.pdf精彩內(nèi)容。

簡(jiǎn)介：隨著信息技術(shù)的發(fā)展和新課程標(biāo)準(zhǔn)的修訂，培養(yǎng)學(xué)生的信息意識(shí)和創(chuàng)新能力的重要性已經(jīng)凸顯。信息技術(shù)課堂上應(yīng)用任務(wù)驅(qū)動(dòng)法可以最大限度發(fā)揮學(xué)生的主動(dòng)性，有利于培養(yǎng)學(xué)生的創(chuàng)新能力。在技能課和作品課上，教師已經(jīng)可以熟練運(yùn)用任務(wù)驅(qū)動(dòng)法進(jìn)行教學(xué)，常用的大多是封閉型任務(wù)，但從兩種任務(wù)類型的特點(diǎn)來(lái)看，開(kāi)放型任務(wù)在培養(yǎng)學(xué)生創(chuàng)新能力和設(shè)計(jì)能力方面顯然比封閉型任務(wù)更有優(yōu)勢(shì)。開(kāi)放型任務(wù)驅(qū)動(dòng)法更注重學(xué)生的動(dòng)手實(shí)踐能力，課堂上任務(wù)設(shè)置更加情境化，不限定任務(wù)的主題或內(nèi)容，給予學(xué)生更多的空間來(lái)自主設(shè)計(jì)、合作創(chuàng)新，激發(fā)學(xué)生的積極性。信息技術(shù)教育不僅僅是技能操作的單純記憶，還要重視對(duì)學(xué)生的創(chuàng)新能力、設(shè)計(jì)能力等綜合素質(zhì)的培養(yǎng)?；诖吮疚难芯苛碎_(kāi)放型任務(wù)驅(qū)動(dòng)法的一般環(huán)節(jié)和任務(wù)設(shè)計(jì)的要點(diǎn)，選取不同教材通用且具有代表性的教學(xué)內(nèi)容，結(jié)合當(dāng)前學(xué)生的發(fā)展特點(diǎn)，運(yùn)用開(kāi)放型任務(wù)驅(qū)動(dòng)法設(shè)計(jì)并實(shí)施了三個(gè)不同的教學(xué)設(shè)計(jì)案例，旨在培養(yǎng)學(xué)生的創(chuàng)新能力和設(shè)計(jì)能力。案例設(shè)計(jì)中附上典型的學(xué)生作品，并對(duì)學(xué)生作品進(jìn)行評(píng)價(jià)，最后針對(duì)開(kāi)放型任務(wù)驅(qū)動(dòng)法在信息技術(shù)課堂上的應(yīng)用提出幾點(diǎn)建議創(chuàng)設(shè)呈現(xiàn)任務(wù)框架的任務(wù)情境、設(shè)置分層的任務(wù)、提供更豐富更全面的素材、對(duì)作品進(jìn)行多維度評(píng)價(jià)。

簡(jiǎn)介：廈門(mén)大學(xué)碩士學(xué)位論文對(duì)外漢語(yǔ)課堂教學(xué)技巧的使用研究－－基于初級(jí)詞匯課堂聯(lián)想技巧案例的分析姓名鄭文心申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語(yǔ)國(guó)際教育指導(dǎo)教師鄭通濤201207ABSTRACTABSTRACTWITHTHEBOOMINGCULTURALCOMMUNICATIONOFDIFFERENTCOUNTRIESALLOF也EWORLDANDITFOLLOWSTHATTHEPOPULARITYOFCHINESELEARNINGISANUNAVOIDABLETRENDWHICHCANBEDEMOMTRATEDINTHEPHENOMENONTHATANINCREASINGNUMBEROFOVERSEASSTUDENTSFLOWINGINTOCHINATOLEARNCHINESEWHILEAGROWINGNUMBEROFCHINESEVOLUNTEERSTEACHCHINESEABROADUNDERTHISBACKGROUNDASTHEMAJORMEANSOFTRANSMITTINGTHEKNOWLEDGE，RESEARCHESONCLASSTEACHINGHAVEBEENATTACHEDTOGREATATTENTIONTEACHINGTECHNIQUES，ASALLINTEGRATEPARTOFTEACHING，PLAYSALLIMPORTANTPARTOFCOMPLETINGTHETASKANDIMPROVETHEEFFICIENCYOFCLASSTEACHINGBYANALYZINGTHEREALCASESEXTRACTEDFROMTHECLASSESOFOVERSEASEDUCATIONCOLLEGEINXIAMENUNIVERSITYANDBAMARDELEMENTARYSCHOOLINSANDIEGO，US，THISPAPERUSESLINGUISTICANDCOGNITIVEPSYCHOLOGICALTHEORYTOINTRODUCETHECHARACTERISTICSANDAPPLICATIONOFTEACHINGTECHNIQUESFROMTHEANGLESOFTEACHERSANDSTUDENTSTHEPASSAGEISDIVIDEDINTO5CHAPTERSCHAPTER1ISTHEGENERALINTRODUCTIONPARTTHETOPICOFTHERESEARCHTHEPURPOSE，THEMETHODSOFTHERESEARCHANDSEVERALCONCEPTSAREINTRODUCEDCHAPTER2ISTHERELEVANTPREVIOUSRESEARCHESANDTHEORETICBASEPARTFROMMACRO，MEXIIUMANDMICROPERSPECTIVESCHAPTER3ISCASEANALYSISPARTTHEEXAMPLESARESELECTEDFROMTHEVOCABULARYTEACHINGCLASS，INWHICHCERTAINTEACHINGTECHNIQUESAREUSEDCHAPTER4ISTEACHINGTECHNIQUEANALYSISPARTTHROUGHINVESTIGATIONANDINTERVIEWSANDACOMPARATIVEEXPERIMENTTHEIMPORTANTROLEOFASSOCIATIONTECHNIQUEISREVEALEDCHAPTER5ISTHECONCLUSIONPARTINCLUDINGPROSPECTANDSHORTCOMINGSKEYWORDSTCSOL；TEACHINGTECHNIQUE；

簡(jiǎn)介：IYI／L／113ULL／2L／LL9IT／／19／L／I／0LLLLL6LL／／LLOL／LII／Y3299060分類號(hào)中唯J『巰夫等士學(xué)位論文密級(jí)編號(hào)信息技術(shù)環(huán)境下生成性教學(xué)案例研究學(xué)位申請(qǐng)人姓名楊春芳申請(qǐng)學(xué)位學(xué)生類別全日制碩士申請(qǐng)學(xué)位學(xué)科專業(yè)現(xiàn)代教盎技術(shù)指導(dǎo)教師姓名王忠堡副教授年碩⑨碩士學(xué)位論文MASTER。STI，ESJSTHECASERESEARCHOFGENERATIVETEACHINGININFORMATIONTECHNOLOGY1一●ENVWONMENTATHES西SUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFOYTHEMASTERDEGREEINEDUCATIONALTECHNOLOGYPOSTGRADUATEPROGRAMCOLLEGEOFINFORMATIONTECHNOLOGYSUPERVISORWANGZHONGHUAACADEMICTITLEASSOCIATEPROFESSOR跳NATURE崢妒口APPROVEDMAY，2017

簡(jiǎn)介：ILLLLL1111111IIIIIIIY3448214分類號(hào)中唯F巰火蓐士學(xué)位論文密級(jí)編號(hào)學(xué)位申請(qǐng)人姓名．壅璺一．申請(qǐng)學(xué)位學(xué)生類別．．．全里劍塑±．申請(qǐng)學(xué)位學(xué)科專業(yè)遠(yuǎn)鱟璺墮熬宣指導(dǎo)教師姓名魚(yú)至塾撬牟碩⑥碩士學(xué)位論文MASTER’STHESISAPPLICATIONOFCASETEACHINGMETHODINADVANCEDB一1●門(mén)LNLNESELOURSEATHESIS●USLNESSSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEED．M．DEGREEINMTCSOLBYZHANGYANGPOSTGRADUATEPROGRAMRESEARCHCENTERFORLANGUAGEEDUCATIONCENTRALCHINANORMALUNIVERSITYSUPERVISORXIANGPINGACADEMICTITLEPROLESSORSIGNATUREAPPROVEDMAY．2018

簡(jiǎn)介：分類號(hào)學(xué)校代碼10542密級(jí)學(xué)號(hào)智慧教室環(huán)境下對(duì)外漢語(yǔ)教學(xué)案例分析以李孝嫻老師這條褲子有點(diǎn)兒長(zhǎng)為例CASEANALYSISOFTEACHINGCHINESEASASECONDLANGUAGEUNDERTHECIRCUMSTANCEOFSMARTCLASSROOMILLUSTRATEDBYTHEEXAMPLEOFALESSON‘‘THISPAIROFPANTSISABITLONG’’TAUGHTBYTEACHERLIXIAOXIAN研究生姓名指導(dǎo)教師姓名、職稱學(xué)科專業(yè)研究方向周慶楊翠講師漢語(yǔ)國(guó)際教育國(guó)際漢語(yǔ)教學(xué)湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二。一七年五月三本案例的總結(jié)和反思。在己有智慧課堂案例分析模式基礎(chǔ)上，歸納能用于本案例中的分析角度，在此基礎(chǔ)上，對(duì)所分析的案例進(jìn)行總體的歸納、闡述和總結(jié)，從智慧課堂模式下的課堂分析、課堂語(yǔ)言、教學(xué)手段運(yùn)用、對(duì)外漢語(yǔ)教學(xué)的啟示等方面進(jìn)行分析和論述。四結(jié)語(yǔ)。對(duì)本文的主要觀點(diǎn)進(jìn)行總結(jié)，將智慧課堂與傳統(tǒng)課堂及20世紀(jì)出現(xiàn)的新型課堂模式進(jìn)行對(duì)比，總結(jié)智慧課堂的優(yōu)劣，在此基礎(chǔ)上，分析智慧課堂前景及發(fā)展展望，并針對(duì)論文存在的不足之處，提出了今后有待深入研究的方向。關(guān)鍵詞對(duì)外漢語(yǔ)；智慧教室；預(yù)科班讀寫(xiě)課；課堂教學(xué)；案例分析II

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文培養(yǎng)職前教師教學(xué)設(shè)計(jì)能力的在線案例學(xué)習(xí)支持研究姓名趙俊申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師章偉民20070501ABSTRCTABSTRACTWITHTHEDEVELOPMENTOFTEACHERSPECIALITIONMANYORGANIZATIONSINWORLDHAVEPUBLISHEDSTANDARDSOFINSTRUCTIONALDESIGNCOMPCTENCIESWHICHARETHE00REONETHATEMBODYTHETEACHERS’SPECIALITIONTHEISSUETHATHOWTOTRAINANDDEVELOPTEACHERS’IDCOMPCTEACIESHASDRAWNATTENTIONOFTEACHERSANDEXPERTSHOURCOUNTRYTHE仃AININGOFTHEIDCOMPETENCIESOFPRESERVICETEACHERISCHARGEDWITHTHETEACHERSOFNORMALUNIVERSITYINVESTIGATIONSSHOWTHEMOSTSERIOUSPROBLEMNOWWEAREFACINGISTHATKNOWLEDGEOBTAINED‰CLASSCAN’TBEAPPLIEDINPRACTICECONTEXTPRACTICEPROVES，THEREALLEARNINGCONTEXTTHEFULLYCOMMUNICATIONANDCOOPERATIONTHEEFFECTIVELEARNINGRESOURCEANDFLEXIBLELEARNINGMODECANHELPLEARNERSNOTONLYCOMBINETHEORYWITHPRACTICEBUTALSOIMPROVETHEHIGHORDERABILITYOFPROBLEMANALYSISANDREFLECTIONTHISPAPERFOCUSESON‘HOWTOPROVIDEONLINECASEBASEDLEARNINGSUPPORTFORLEARNERSTOTRAINTHEIRIDCOMPETEACIES’ANDMAINLYANALYZESANDDISCUSSES‘WHATTHEMODEOFONLINECASEBASEDLEARNINGACTIVITYIS’’AND“HOWTOPROVIDEEFFECTIVESUPPORTFORONLINEEASEBASEDLEARNING’FIRSTLYTHISPAPERANALYZESANDPRESENTSTHEMEANINGTHETRAININGOBJECTSANDCONTENTSOFIDCOMPETENCIES，INVESTIGATESTHETRAININGACTUALITYOFPRESERVICETEACHERSIDCOMPETENEIES，DISCUSSESTHEMAINPROBLENASINTHETEACHINGOFIDCURRICULUMANDDEMONSTRATESTHEFEASIBILITYOFAPPLYINGONLINECASEBASEDLEARNINGINTRAININGTHETEACHER’SIDCOMPETEACIESSECONDLYAFTERANALYZINGTHECHARACTERISTICANDTHECONDITIONSOFEFFECTIVEONLINECASEBASEDLEARNING，WITHTHECHARACTERISTICANDTHELAWSOFTRAININGTHETEACHER’SIDCOMPCTENEIES，APROPOSEDLEARNINGMODEWHICHISBASEDONTHELEARNINGTHEORYOFCONSTRUCTIVISMANDTHESITUATEDCOGNITIONUNDERTHEINFLUENCEOFCASESANDIDCOMPETCNCIES，PROVIDESTHEREFERENCEFORTHEDESIGNOFONLINECASEBASEDLEARNINGSUPPORTWIMSTUDENTSATTHECENTEROFTHEIROWNLEARNINGTHIRDLYWITILTHEEASEDBASEDLEARNINGUNITASAFOCALPOINTAFTERANALYZINGTHEⅡ

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簡(jiǎn)介：首都師范大學(xué)碩士學(xué)位論文中學(xué)思想政治課采用案例教學(xué)模式探究姓名崔麗華申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師田國(guó)秀20040401交接LABSTRACTCOMPETENCEEDUCATIONAIMEDATDEVELOPINGTHEINNOVATEABILITYOFYOUTH．HOWEVERCHINESEIDEOLOGYANDPOLITICSLESSONGOESAGAINSTTHATAIMBECAUSE蹬ITSTRADITIONTEACHINGMODEL。ITISURGENTAFFAIRSTOCHANGETEACHINGIDEAANDMODE{．CASETEACHINGISAMATURETEACHINGMETHODINTHEORYANDPRACTICEINTEACHINGPRACTICEOVEMEASNOW．ITISRECOGNIZEDASTHEMEDIUMOFINSTRUCTIONALTHEORYANDPRACTICE．NEVERTHELESS，THEREWOULDBEBUGSINITUNLESSITISSTUDIEDASTEACHINGMODEL．THEARTICLEHANDLE‘MODELTHEORY‘ASAN岱添OFREACHVIEW,BASEDONTHEPROGENYOFTEACHINGTHEORY，EDUCATIONSOCIOLOGY、PSYCHOLOGY、CURRICULUMTHEORY、MORALEDUCATIONTHEORY、EDUCATIONESTIMATEETC．1TDISCUSSEDTHEBACKGROUNDANDTHEORYBASISOFCASETEACHINGANDHOWTOCONSTRACTTEACHINGMODEL。BASEDONWHICHANDTHETEACHINGPRACTICE，ATTEMPTSTOCONSTRACTTHECASETEACHINGMODELOFCHINESEIDEOLOGYANDPOLITICSLESSON。CASETEACHINGMODEL{NVOLVESCASESSTUDY,CLESSROOMDISCUSSION，ANDLEAMTHEORYWITHCASES．BENEFICIALTOTHEDEVELOPMENTOFSTUDENTS。CREATIVESPIRITANDABILITYINPRACTICE．FIRST。THE最RTICLEMAKESASPE西FICLIMITATIONANDTHEORYTESTIFYOFCASETEACHINGMODEL．AFTERTHAT．；TANALYSISTHEIMPORTANCEOFCASETEACHINGANDTHECONDITIONFORREALIZATION。BASEDONTHAT．ATTEMPTSTOCONSTRACTTHECASETEACHINGMODELOFCHINESEIDEOLOGYANDPOLITICS．THEARTICLEEMPHASIZEDONHOWTOSETUPTHEAIMOFTHECASETEACHINGMODEL，HOWTOPUTINPRACTICE。THEROLESOFTEACHERAND髓UDENTANDHOWTOESTIMATEIT。FINALLY,THEARTICLEGIVEADEMONSTRATIONOFTHECASETEACHINGMODEL．THEARTICLEINSISTSONMARXISTTHEORYANDHISTORICALVIEW．ONTHEBASISOFINVESTIGATIONANDANALYSISOFREFERENCES，ITFORMSTHETHEORYOFTHECASE≈EACHINGMODEL．THEARTICLECONSTRUCT8THEMODELBYVISITINGANDOBSERVINGMIDDLESCHOOL，STUDYPROVESTHECASETEACHINGMODELARATIONALCHOICEFORREALIZINGTHEGOALOFQUALITYORIENTEDEDUCATION．KEYWORDOASE、TEACHINGMODEI，CASETEACHINGMODE1、CHINESEIDEOLOGYANDPOLITICSIESSON第2頁(yè)