關(guān)于中職計算機教學中學生自主學習能力的培養(yǎng)中英文對照

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1、關(guān)于中職計算機教學中學生自主學習能力的培養(yǎng) 中英文對照 On the cultivation of students autonomous learning ability of vocational school computer teaching in Chinese and English. 摘要：培養(yǎng)學生的自主學習能力，是學好計算機應(yīng)用技術(shù)的有效途徑，也是現(xiàn)代計算機信息技術(shù)快速發(fā)展的需要，只有具備一定的自主學習能力，才能跟上計算機日新月異的技術(shù)更新步伐。本文從中職計算機課堂教學出發(fā)，結(jié)合自己多年的教學經(jīng)驗，對如何培養(yǎng)學生的自主學習意識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 計算機教學 自主學習意識 自主學習能力 Keywords computer teaching awareness

4、of autonomous learning ability of independent learning 隨著計算機的普及及其技術(shù)的日新月異，計算機應(yīng)用技術(shù)的教育也廣泛鋪開。 With the popularization of computer and the technology of the computer application technology change rapidly, the education is also widely spread. 然而，由于計算機軟件與硬件的開發(fā)速度很快，今年最先進的電腦，明年就會受到嘲笑，變成了最基本的的標準。今天學習的一些軟件應(yīng)

5、用技術(shù)，明年的電腦就可能已經(jīng)升級成新的面孔。因此，在實際教學中，學生在課堂中學習的計算機基本的應(yīng)用能力與他走實際工作崗位時有所時間差，因此，很多學生一走上工作崗位，面對計算機仍感覺一片陌生，無從下手。這種現(xiàn)象分析起來無非有兩個原因：一是學校在課堂教學中所教學的內(nèi)容與工作實際應(yīng)用有所差距；二是學生在學習過程中沒有與時俱進，知識無法得到自我更新升級，因此，面對一些新的應(yīng)用軟件無從下手。歸結(jié)起來，計算機教學內(nèi)容是永遠無法超前信息技術(shù)變化的步伐，所以也就無法保證今天的教學，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)學生的自主學習意識及能力，促進學生終生學習觀念的形成，才能讓學生與時俱進，主動學習不斷更新技術(shù)，跟上時代的步伐。為此，在實際教學實踐中，筆者認為，在課堂教學過程中，如何培養(yǎng)起學生的自主學習意識及能力，比起簡單地掌握課堂訓練的技能更為重要。 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)的教學觀念，更新教學方法，培養(yǎng)學生自主學習意識自主學習是與傳統(tǒng)的接受學習相對應(yīng)的一種現(xiàn)代化學習方式。顧名思義，自主學習是以學生作為學習的主體，通過學生獨立的分析、探索、實踐、質(zhì)疑、創(chuàng)造等方法來實現(xiàn)學習目標。因此，實現(xiàn)自主學習方式的主體當然是學生。而在傳統(tǒng)的課

12、堂教學中，教師不僅成為課堂的主角，而且決定著教學的內(nèi)容、實施計劃，以及學生學習的方法、過程等。而學生只是學習行為的被動者，無論教師的教學水平如何，學生只能成為教師實現(xiàn)教學目標的工具。 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. 這種教學模式不僅阻礙了學生個性的發(fā)展，更不利于學生自主學習能力的形成。 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. 計算機應(yīng)用技術(shù)是操作性、實踐性很強

16、的課程，在應(yīng)用過程涉及到很多方法和運用技巧，如果只按照傳統(tǒng)普遍的計算機教學形式，以“教師示范—學生跟著操作演練—教師總結(jié)”這樣的模式進行教學，課堂上學生都只能被動地跟著教師進行實際操作練習，表面上學生能跟上教學節(jié)奏，完成一定的課堂練習，但無法較全面的掌握計算機的應(yīng)用方法和技巧，一到實際應(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，計算機的課堂教學知識不能代表最前沿、最新的技術(shù)，因此學生如果只停留在課堂的的操作訓練中，而沒有一定的自主學習能力，是很難掌握計算機的學習技巧和規(guī)律，遇到更新的計算機應(yīng)用軟件或硬件時，便不知所措。因此，在實際課堂教學中，應(yīng)改變傳統(tǒng)的教學觀念，教師的中心地位

17、應(yīng)轉(zhuǎn)讓給學生，讓學生成為課堂的主體，而教師只是學生自主學習的引導者、促進者、組織者、協(xié)助者，而不再是知識的灌輸者。教師的主要職責在于指導學生“如何學”而不在于“教”；而在于引導學生“會學”而不在于指導學生“學會”。讓學生真正成為學習的主人、學習的主體、學習的主宰，體現(xiàn)“自主學習”的教學模式，充分調(diào)動起學生的自主學習意識，讓他們知道，學計算機，必須具有自主學習的能力，才能跟上計算機快速發(fā)展的時代需要。 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，積極開發(fā)學生的主觀能動性和創(chuàng)造性中職學生自學能力較差，自制能力不強，對煩重的學生內(nèi)容容易產(chǎn)生厭學情緒。 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)為沒有一定的學習目標，學習缺乏積極性，在課堂上難于集中精力，喜歡玩游戲、睡覺、不愿動腦動手等。因此，在計算機教學中，教師應(yīng)根據(jù)中職學生的特點，把教材的內(nèi)容以典型工作任務(wù)的形式體現(xiàn)在課堂教學中，從小到大，由易到難的設(shè)置學習任務(wù)，讓學生在完成工作任務(wù)的過程中，體驗獨立思考、自已操作所獲得的成就感，從而積極開發(fā)學生的主觀能動性和創(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，在漢字輸入法教學內(nèi)容中，按照傳統(tǒng)的課程安排讓學生直接學習五筆輸入法十分困難

28、，且教學效果極不理想。因此，實際教學中，我先設(shè)置一個中文錄入操作任務(wù)，讓學生選擇一種自已容易學會的中文輸入辦法錄入文字，結(jié)果，因為拼音輸入法容易學，很快大多學生都學會了用拼音輸入法去完成工作任務(wù)。在完成錄入任務(wù)后，好多都學生都感覺中文錄入并不難，他們自學也能很快掌握，從而激發(fā)了他們的學習興趣，也增強他們自主學習的自信心。此時，老師在肯定學生成績的基礎(chǔ)上，再布置下一個工作任務(wù)，在任務(wù)中增加一些生僻字，逐漸提高錄入難度。這時，學生錄入過程開始出現(xiàn)困難，尤其碰到一些生僻字，不會念的字時，學生就很難用拼音輸入法來完成，同時也會出現(xiàn)一些范難的表現(xiàn)。此時，教師再順時推出“五筆字形輸入法”來解決工作任務(wù)中碰

29、到的難題，讓學生認識到五筆輸入法的“厲害”，再逐步引導學生自主學習五筆輸入法。在這個過程中，學生既能充分調(diào)動起學生的主動性，又能容易在學習中獲得成就感，增強了他們自信心，從而也進一步推動他們的自主學習能力。 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.