2018
DOI: 10.18686/gdjy.v1i1.37
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使用基于信息和通信技术的教学策略

Abstract: <p>去年,学生们对科学类学科的学习兴致很低,尤其是物理和化学,他们都认为这两门课程非常困难。实际教师有层出不穷的工具来促进科学在课堂上的学习。这项研究涉及到通过让学生使用虚拟应用程序来理解化学反应过程,如氧化还原反应。其目的是实施一项新的教学建议,以教授上述化学反应。因此,我们采用了虚拟元素周期表和辅助计算机模拟,引导学生学习氧化还原化学反应,并了解这些反应是如何进入受体体内的。因此,利用视频可以在微观层面上观察化学反应,与传统的在黑板上教授氧化还原反应相比,具有重要的优势。另一方面,该小组填写了一份调查问卷,关于该技术的效果、采用信息和通信技术(信通技术)之后提高该学科知识储备的利弊和方便性。结果表明,信通技术的使用使它们能够更好地理解作为氧化还原反应的化学过程。结论是,65%的学生表示,与传统的面授教学相比,他们更喜欢多媒体应用教学,62.5%的学生认为虚拟周期表和多媒体应用对课堂非常有益。</p>

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“…To achieve this, a pedagogical design is implemented that encompasses socio-constructivism [2] as a pedagogical approach that establishes real, proximal, and distal development zones, where the teacher's intervention through mediation and scaffolding strengthens students' abilities to learn mathematics. The theories of autonomous learning [7,8] correspond to the possibility of providing strategies for students to acquire strength in self-regulation for learning mathematics. Collaborative learning [1] serves as an interactive scenario in which students identify their own prior knowledge and learn from others.…”
Section: Introductionmentioning
confidence: 99%
“…To achieve this, a pedagogical design is implemented that encompasses socio-constructivism [2] as a pedagogical approach that establishes real, proximal, and distal development zones, where the teacher's intervention through mediation and scaffolding strengthens students' abilities to learn mathematics. The theories of autonomous learning [7,8] correspond to the possibility of providing strategies for students to acquire strength in self-regulation for learning mathematics. Collaborative learning [1] serves as an interactive scenario in which students identify their own prior knowledge and learn from others.…”
Section: Introductionmentioning
confidence: 99%