提升信息化教学设计与说课质量的对策与建议(中)  

Countermeasures and Suggestions for Improving the Quality of Informationbased Teaching Design and Lecture(Part Ⅱ)

作　　者：郑小军 ZHENG Xiao-jun(College of Vocational and Technical Education,Nanning Normal University,Nanning 530001;Guangxi Vocational Education Development Research Center,Nanning 530001)

机构地区：[1]南宁师范大学职业技术教育学院,广西南宁530001 [2]广西职业教育发展研究中心,广西南宁530001

出　　处：《广西职业技术学院学报》2020年第3期52-62,共11页Journal of Guangxi Vocational and Technical College

基　　金：2018年广西职业教育教学改革研究立项“中职学校电类专业核心课程的信息化教学研究与实践”(项目编号:GXZZJG2018B145);广西教育科学“十二五”规划2015年度教育信息化工作专项课题“广西职业教育数字化校园建设与应用策略研究”(项目编号:2015ZKY14)。

摘　　要：基于近十年来自身实践和指导师范生、一线教师的经验,总结提出了12条提升信息化教学设计与说课质量的对策与建议。《提升信息化教学设计与说课质量的对策与建议(上)》系统阐述了①—③条:①加强信息化教学理论学习,提升信息化教学理论素养;②牢固树立"立德树人、育人为本、学习者中心"等先进教育理念和教学思想;③遵循信息化教学设计规范,做到要素齐全、结构和逻辑清晰,巧用模板提升设计效率和质量。该文作为(中)篇,继续阐述④-⑦条对策与建议:④选题(内容)直击学习者"痛点、痒点、兴奋点",适合发挥信息技术优势;⑤加强创意设计,巧妙融入人文、艺术、传统文化和本土特色;⑥加强前端分析(教学起点分析),为后续设计打下坚实基础;⑦精准定位教学目标,注意层次性,关注核心素养。重点阐述了教学重点、难点、疑点(认知冲突)、关键点、障碍点(盲点)、易错点、易混淆点、热点(兴趣点)、考点、扩展点、痛点、痒点、兴奋点的内涵,以及如何围绕这些点进行选题、创意和内容设计;阐述了如何针对不同的专业、课程和教学内容选用合适的信息技术和信息化教学资源,充分发挥各种信息技术和信息资源的互补优势;提出要处理好课程标准(教学大纲)、统编教材、校本教材(讲义)、课程团队隐性知识之间的关系,并以16个全国一等奖作品为例,介绍了创意设计的基本思路;从课程标准(教学大纲)、教材分析、精细化教学内容分析、精准化学情分析四个方面阐述了如何进行前端分析。最后,总结提出了设置和表述教学目标的7个要点、6条对策与建议,重点介绍了如何采用ABCD法、内外结合法、"最终目标+促成目标"组合法精准表述教学目标。Based on the author’s own practice and experience in guiding normal university students and front-line teachers in recent ten years,12 countermeasures and suggestions for improving the quality of information-based teaching design and lecture are summarized.In the article Countermeasures and Suggestions for Improving the Quality of Information-based Teaching Design and Lecture (PartⅠ),the author has mentioned the three suggestions as follow:(1) strengthening the learning of information-based teaching theory,and improving the information-based teaching theory literacy;(2) firmly setting up the "moral education,cultivation-orientation,learner center" and other advanced educational concepts and teaching ideas;(3) following the information-based teaching design standards,making the elements complete,clarifying the structure and logic,and skillfully using templates to improve the design efficiency and quality.In the Part Ⅱof this article,the author continues to expound the following suggestions:(4) topics (content) should directly hit the learner’s "pain point,itch point,excitement point" in order to be suitable for information technology advantages;(5) strengthening the creative design,and skillfully integrating the humanities,arts,traditional culture and local characteristics;(6) strengthening the front-end analysis (teaching starting point analysis) to lay a solid foundation for the follow-up design;(7) making an accurate positioning of teaching objectives,paying attention to different levels,and focusing on the core quality.This paper expounds how to select appropriate information technology and information teaching resources according to different majors,courses and teaching contents,and give full play to the complementary advantages of various information technology and information resources;it is proposed to deal with the relationship between curriculum standard (syllabus),textbook compilation,school-based textbook (handout) and tacit knowledge of course team;taking 16 national first prize works as examp

关 键 词：信息化教学设计 选题 创意 前端分析 教学内容分析 学情分析 教学目标 

分 类 号：G434[文化科学—教育学]