關(guān)于中職計(jì)算機(jī)教學(xué)中學(xué)生自主學(xué)習(xí)能力的培養(yǎng)中英文對(duì)照

《關(guān)于中職計(jì)算機(jī)教學(xué)中學(xué)生自主學(xué)習(xí)能力的培養(yǎng)中英文對(duì)照》由會(huì)員分享，可在線閱讀，更多相關(guān)《關(guān)于中職計(jì)算機(jī)教學(xué)中學(xué)生自主學(xué)習(xí)能力的培養(yǎng)中英文對(duì)照（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、關(guān)于中職計(jì)算機(jī)教學(xué)中學(xué)生自主學(xué)習(xí)能力的培養(yǎng) 中英文對(duì)照 On the cultivation of students autonomous learning ability of vocational school computer teaching in Chinese and English. 摘要：培養(yǎng)學(xué)生的自主學(xué)習(xí)能力，是學(xué)好計(jì)算機(jī)應(yīng)用技術(shù)的有效途徑，也是現(xiàn)代計(jì)算機(jī)信息技術(shù)快速發(fā)展的需要，只有具備一定的自主學(xué)習(xí)能力，才能跟上計(jì)算機(jī)日新月異的技術(shù)更新步伐。本文從中職計(jì)算機(jī)課堂教學(xué)出發(fā)，結(jié)合自己多年的教學(xué)經(jīng)驗(yàn)，對(duì)如何培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)和能力提出了一些探索思路。 Abstra

2、ct the cultivation of students autonomous learning ability, is an effective way to learn computer application technology, and is also the need of modern computer information technology rapid development, only to have the ability of studying independently, to keep up with the pace of change rapidly u

3、pdated computer technology. This article from the vocational computer classroom teaching, combined with my years of teaching experience, puts forward some ideas on how to cultivate students autonomous learning consciousness and ability. 關(guān)鍵詞 計(jì)算機(jī)教學(xué) 自主學(xué)習(xí)意識(shí) 自主學(xué)習(xí)能力 Keywords computer teaching awareness

4、of autonomous learning ability of independent learning 隨著計(jì)算機(jī)的普及及其技術(shù)的日新月異，計(jì)算機(jī)應(yīng)用技術(shù)的教育也廣泛鋪開(kāi)。 With the popularization of computer and the technology of the computer application technology change rapidly, the education is also widely spread. 然而，由于計(jì)算機(jī)軟件與硬件的開(kāi)發(fā)速度很快，今年最先進(jìn)的電腦，明年就會(huì)受到嘲笑，變成了最基本的的標(biāo)準(zhǔn)。今天學(xué)習(xí)的一些軟件應(yīng)

5、用技術(shù)，明年的電腦就可能已經(jīng)升級(jí)成新的面孔。因此，在實(shí)際教學(xué)中，學(xué)生在課堂中學(xué)習(xí)的計(jì)算機(jī)基本的應(yīng)用能力與他走實(shí)際工作崗位時(shí)有所時(shí)間差，因此，很多學(xué)生一走上工作崗位，面對(duì)計(jì)算機(jī)仍感覺(jué)一片陌生，無(wú)從下手。這種現(xiàn)象分析起來(lái)無(wú)非有兩個(gè)原因：一是學(xué)校在課堂教學(xué)中所教學(xué)的內(nèi)容與工作實(shí)際應(yīng)用有所差距；二是學(xué)生在學(xué)習(xí)過(guò)程中沒(méi)有與時(shí)俱進(jìn)，知識(shí)無(wú)法得到自我更新升級(jí)，因此，面對(duì)一些新的應(yīng)用軟件無(wú)從下手。歸結(jié)起來(lái)，計(jì)算機(jī)教學(xué)內(nèi)容是永遠(yuǎn)無(wú)法超前信息技術(shù)變化的步伐，所以也就無(wú)法保證今天的教學(xué)，明天就一定百分之百地得到應(yīng)用。 However, because the computer software and hardw

6、are development speed is very fast, this year the most advanced computer, next year will be laughed at, become the most basic standard. The software application, the computer next year may have to upgrade to the new faces. Therefore, in the actual teaching, students learn in the classroom of basic c

7、omputer application ability and he walked the actual work has time difference, therefore, many students go to work, facing the computer still feel unfamiliar, do not know how to start. This kind of phenomenon analysis there are two reasons: one is content with the work of school teaching in the clas

8、sroom teaching has the gap application; two students did not keep pace with the times in the process of learning, knowledge can not be self updating, therefore, in the face of some new application software can not start. To sum up, the computer teaching content is never advanced information technolo

9、gy, the pace of change, so it cannot guarantee the teaching today, tomorrow we will be one hundred percent applied. 因此，唯有培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)及能力，促進(jìn)學(xué)生終生學(xué)習(xí)觀念的形成，才能讓學(xué)生與時(shí)俱進(jìn)，主動(dòng)學(xué)習(xí)不斷更新技術(shù)，跟上時(shí)代的步伐。為此，在實(shí)際教學(xué)實(shí)踐中，筆者認(rèn)為，在課堂教學(xué)過(guò)程中，如何培養(yǎng)起學(xué)生的自主學(xué)習(xí)意識(shí)及能力，比起簡(jiǎn)單地掌握課堂訓(xùn)練的技能更為重要。 Therefore, only to cultivate autonomous learning awaren

10、ess and ability of students, and promote the formation of students lifelong learning concept, to make students active learning to keep pace with the times, constantly updated technology, keep pace with the times. Therefore, in the actual teaching practice, the author believes that, in the process of

11、 teaching, how to cultivate autonomous learning awareness and ability of students, rather than simply to master the skills of classroom training is more important. 一、改變傳統(tǒng)的教學(xué)觀念，更新教學(xué)方法，培養(yǎng)學(xué)生自主學(xué)習(xí)意識(shí)自主學(xué)習(xí)是與傳統(tǒng)的接受學(xué)習(xí)相對(duì)應(yīng)的一種現(xiàn)代化學(xué)習(xí)方式。顧名思義，自主學(xué)習(xí)是以學(xué)生作為學(xué)習(xí)的主體，通過(guò)學(xué)生獨(dú)立的分析、探索、實(shí)踐、質(zhì)疑、創(chuàng)造等方法來(lái)實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。因此，實(shí)現(xiàn)自主學(xué)習(xí)方式的主體當(dāng)然是學(xué)生。而在傳統(tǒng)的課

12、堂教學(xué)中，教師不僅成為課堂的主角，而且決定著教學(xué)的內(nèi)容、實(shí)施計(jì)劃，以及學(xué)生學(xué)習(xí)的方法、過(guò)程等。而學(xué)生只是學(xué)習(xí)行為的被動(dòng)者，無(wú)論教師的教學(xué)水平如何，學(xué)生只能成為教師實(shí)現(xiàn)教學(xué)目標(biāo)的工具。 One, change the traditional teaching concept, teaching method, cultivating students awareness of autonomous learning and autonomous learning is learning to accept the traditional one corresponds to modern le

13、arning. As the name implies, autonomous learning is taking students as the subject of study, through analysis, students independent exploration, practice, question, create other ways to achieve learning goals. Therefore, the realization of autonomous learning mode is of course the student body. In t

14、he traditional classroom teaching, the teacher not only to become the protagonist of the classroom, but also decides the teaching content, implementation plan, as well as methods, students in the learning process. Passive and student learning behavior, no matter how the teaching level of teachers, s

15、tudents can only become a teacher to achieve the teaching objective tool. 這種教學(xué)模式不僅阻礙了學(xué)生個(gè)性的發(fā)展，更不利于學(xué)生自主學(xué)習(xí)能力的形成。 The development of this kind of teaching pattern not only hinder the students personality, is not conducive to the formation of the students autonomous learning ability. 計(jì)算機(jī)應(yīng)用技術(shù)是操作性、實(shí)踐性很強(qiáng)

16、的課程，在應(yīng)用過(guò)程涉及到很多方法和運(yùn)用技巧，如果只按照傳統(tǒng)普遍的計(jì)算機(jī)教學(xué)形式，以“教師示范—學(xué)生跟著操作演練—教師總結(jié)”這樣的模式進(jìn)行教學(xué)，課堂上學(xué)生都只能被動(dòng)地跟著教師進(jìn)行實(shí)際操作練習(xí)，表面上學(xué)生能跟上教學(xué)節(jié)奏，完成一定的課堂練習(xí)，但無(wú)法較全面的掌握計(jì)算機(jī)的應(yīng)用方法和技巧，一到實(shí)際應(yīng)用，就往往記不起教師教的操作步驟，不知道如何下手了。另外，計(jì)算機(jī)的課堂教學(xué)知識(shí)不能代表最前沿、最新的技術(shù)，因此學(xué)生如果只停留在課堂的的操作訓(xùn)練中，而沒(méi)有一定的自主學(xué)習(xí)能力，是很難掌握計(jì)算機(jī)的學(xué)習(xí)技巧和規(guī)律，遇到更新的計(jì)算機(jī)應(yīng)用軟件或硬件時(shí)，便不知所措。因此，在實(shí)際課堂教學(xué)中，應(yīng)改變傳統(tǒng)的教學(xué)觀念，教師的中心地位

17、應(yīng)轉(zhuǎn)讓給學(xué)生，讓學(xué)生成為課堂的主體，而教師只是學(xué)生自主學(xué)習(xí)的引導(dǎo)者、促進(jìn)者、組織者、協(xié)助者，而不再是知識(shí)的灌輸者。教師的主要職責(zé)在于指導(dǎo)學(xué)生“如何學(xué)”而不在于“教”；而在于引導(dǎo)學(xué)生“會(huì)學(xué)”而不在于指導(dǎo)學(xué)生“學(xué)會(huì)”。讓學(xué)生真正成為學(xué)習(xí)的主人、學(xué)習(xí)的主體、學(xué)習(xí)的主宰，體現(xiàn)“自主學(xué)習(xí)”的教學(xué)模式，充分調(diào)動(dòng)起學(xué)生的自主學(xué)習(xí)意識(shí)，讓他們知道，學(xué)計(jì)算機(jī)，必須具有自主學(xué)習(xí)的能力，才能跟上計(jì)算機(jī)快速發(fā)展的時(shí)代需要。 Computer application technology is operational, practical very strong curriculum, in the applicat

18、ion process involves a lot of methods and skills, if only according to the traditional common computer teaching form, to " Teacher - students follow the teaching of drill - teachers summarize " such a model, the students in the class can only passively follow the teacher practice exercises, students

19、 can keep up with the rhythm of teaching on the surface, the completion of certain class exercises, but unable to grasp the application method and skill of computer comprehensive, a practical application, we often dont remember the steps of teachers to teach, do not know how to start. In addition, t

20、he computer classroom knowledge can not represent the most advanced, most new technology, so students if you only stay in the classroom training, but not necessarily independent learning ability, it is very difficult to master learning computer skills and rules, met the computer application software

21、 or hardware update, will be at a loss what to do. Therefore, in the actual classroom teaching, we should change the traditional teaching concept, the center status of teachers should be assigned to the students, let the students become the main body of the class, and the teacher only students auton

22、omous learning guide, facilitator, organizer, facilitator, but no longer is the inculcation of knowledge. The main responsibilities of a teacher is to guide students to " how to learn " and not to " teach "; but to guide the students to "learn " and not to guide students to " learn ". Let the studen

23、ts truly become the masters of learning, learning the subject, learning control, embodies the " autonomous learning " teaching mode, fully mobilize students awareness of autonomous learning, let them know, computer science, must have the ability of autonomous learning, to keep up with the rapid deve

24、lopment of the computer era. 二、以典型工作任務(wù)為突破口，積極開(kāi)發(fā)學(xué)生的主觀能動(dòng)性和創(chuàng)造性中職學(xué)生自學(xué)能力較差，自制能力不強(qiáng)，對(duì)煩重的學(xué)生內(nèi)容容易產(chǎn)生厭學(xué)情緒。 Two, the typical tasks as a breakthrough, and actively develop the students subjective initiative and creativity of secondary vocational school students self-learning ability is poor, self-control abilit

25、y is not strong, easy to produce weariness of massive student content. 主要表現(xiàn)為沒(méi)有一定的學(xué)習(xí)目標(biāo)，學(xué)習(xí)缺乏積極性，在課堂上難于集中精力，喜歡玩游戲、睡覺(jué)、不愿動(dòng)腦動(dòng)手等。因此，在計(jì)算機(jī)教學(xué)中，教師應(yīng)根據(jù)中職學(xué)生的特點(diǎn)，把教材的內(nèi)容以典型工作任務(wù)的形式體現(xiàn)在課堂教學(xué)中，從小到大，由易到難的設(shè)置學(xué)習(xí)任務(wù)，讓學(xué)生在完成工作任務(wù)的過(guò)程中，體驗(yàn)獨(dú)立思考、自已操作所獲得的成就感，從而積極開(kāi)發(fā)學(xué)生的主觀能動(dòng)性和創(chuàng)造性。 The main performance is not certain learning goals, lear

26、ning initiative, in the classroom to concentrate, like playing games, sleeping, dont use your hands. Therefore, in the computer teaching, teachers should be based on the characteristics of secondary vocational school students, the teaching content in the form of typical tasks in classroom teaching,

27、from small to large, from easy to difficult to set the learning task, students in the process of completing the task of the experience, independent thinking, their own sense of operation, in order to develop the students subjective initiative and creativity. 比如，在漢字輸入法教學(xué)內(nèi)容中，按照傳統(tǒng)的課程安排讓學(xué)生直接學(xué)習(xí)五筆輸入法十分困難

28、，且教學(xué)效果極不理想。因此，實(shí)際教學(xué)中，我先設(shè)置一個(gè)中文錄入操作任務(wù)，讓學(xué)生選擇一種自已容易學(xué)會(huì)的中文輸入辦法錄入文字，結(jié)果，因?yàn)槠匆糨斎敕ㄈ菀讓W(xué)，很快大多學(xué)生都學(xué)會(huì)了用拼音輸入法去完成工作任務(wù)。在完成錄入任務(wù)后，好多都學(xué)生都感覺(jué)中文錄入并不難，他們自學(xué)也能很快掌握，從而激發(fā)了他們的學(xué)習(xí)興趣，也增強(qiáng)他們自主學(xué)習(xí)的自信心。此時(shí)，老師在肯定學(xué)生成績(jī)的基礎(chǔ)上，再布置下一個(gè)工作任務(wù)，在任務(wù)中增加一些生僻字，逐漸提高錄入難度。這時(shí)，學(xué)生錄入過(guò)程開(kāi)始出現(xiàn)困難，尤其碰到一些生僻字，不會(huì)念的字時(shí)，學(xué)生就很難用拼音輸入法來(lái)完成，同時(shí)也會(huì)出現(xiàn)一些范難的表現(xiàn)。此時(shí)，教師再順時(shí)推出“五筆字形輸入法”來(lái)解決工作任務(wù)中碰

29、到的難題，讓學(xué)生認(rèn)識(shí)到五筆輸入法的“厲害”，再逐步引導(dǎo)學(xué)生自主學(xué)習(xí)五筆輸入法。在這個(gè)過(guò)程中，學(xué)生既能充分調(diào)動(dòng)起學(xué)生的主動(dòng)性，又能容易在學(xué)習(xí)中獲得成就感，增強(qiáng)了他們自信心，從而也進(jìn)一步推動(dòng)他們的自主學(xué)習(xí)能力。 For example, in the Chinese characters input method in teaching contents, according to the traditional curriculum allows students to learn five stroke input method is very difficult, and the teac

30、hing effect is not ideal. Therefore, the practical teaching, I first set up a Chinese input operation task, let students choose one kind of their own easy to learn Chinese input method input the text, results, because the Pinyin input method is easy to learn, and soon most of the students have learn

31、ed to complete work tasks with Pinyin input method. In the writing task, many students feel Chinese input is not difficult, they themselves can quickly grasp, so as to stimulate their interest in learning, enhance their independent learning self-confidence. At this time, the teacher based on affirmi

32、ng the student achievement, and then arranged a work, increase the number of words in the task difficulty, gradually increase input. At this time, students into the process began to appear difficult, especially when some words, do not read the word, the student will be very difficult to accomplish w

33、ith Pinyin input method, but also some van difficult performance. At this time, the teacher again and launched the "five pen shaped input method " to solve the problems encountered in the task, make students realize the five stroke input method "terrible", and then gradually to guide students to self-study five stroke input method. In this process, students can fully mobilize the initiative of students, but also easy to get success in learning, enhance their self-confidence, thus further promote their autonomous learning ability.