本研究以2023年全国小学信息科技优质课展示交流活动的20节优质课视频为研究对象,采用视频分析法和课堂观察法对小学信息科技课堂导入策略的应用进行了系统的统计分析。研究内容包括导入方法、导入时长、媒体资源使用和学生的导入互动...本研究以2023年全国小学信息科技优质课展示交流活动的20节优质课视频为研究对象,采用视频分析法和课堂观察法对小学信息科技课堂导入策略的应用进行了系统的统计分析。研究内容包括导入方法、导入时长、媒体资源使用和学生的导入互动参与等方面。研究发现小学信息科技课堂导入方法多样化导入时长较为合理、导入时综合使用多种媒体、注重课堂提问互动。通过本研究为小学信息科技教师在课堂导入环节提供具体的优化建议和实践指导。This study was based on 20 high-quality lesson videos from the 2023 National Primary School IT Quality Lesson Presentation and Exchange Program, and the application of the introduction strategy in the primary school information technology courses was systematically analyzed by video analysis and classroom observation. The research contents include introduction methods, introduction duration, use of media resources and students’ interactive participation in the introduction. It is found that the introduction methods of information technology in primary schools are diversified, the duration of introduction is reasonable, various media are used comprehensively, and classroom questioning interaction is emphasized. Through this study, it provides specific optimization suggestions and practical guidance for primary school information technology teachers in the course introduction.展开更多
文摘本研究以2023年全国小学信息科技优质课展示交流活动的20节优质课视频为研究对象,采用视频分析法和课堂观察法对小学信息科技课堂导入策略的应用进行了系统的统计分析。研究内容包括导入方法、导入时长、媒体资源使用和学生的导入互动参与等方面。研究发现小学信息科技课堂导入方法多样化导入时长较为合理、导入时综合使用多种媒体、注重课堂提问互动。通过本研究为小学信息科技教师在课堂导入环节提供具体的优化建议和实践指导。This study was based on 20 high-quality lesson videos from the 2023 National Primary School IT Quality Lesson Presentation and Exchange Program, and the application of the introduction strategy in the primary school information technology courses was systematically analyzed by video analysis and classroom observation. The research contents include introduction methods, introduction duration, use of media resources and students’ interactive participation in the introduction. It is found that the introduction methods of information technology in primary schools are diversified, the duration of introduction is reasonable, various media are used comprehensively, and classroom questioning interaction is emphasized. Through this study, it provides specific optimization suggestions and practical guidance for primary school information technology teachers in the course introduction.
