摘要
家庭作业是学生巩固知识、培养技能、提升核心素养的重要途径,但长期以来教师只布置作业,没有时间辅导、批改,阻碍了教学质量的进一步提高。研究从错题的归因分析出发设计分层作业,组建家庭作业移动学习合作小组。学生先自学微课件独立完成作业,碰到困难再在网络合作小组中寻求帮助,教师定时对存在相同学习障碍的学生进行远程指导。经过一个学期的实践验证,以期末统测成绩为依据,对四组实验班学生的学习效果进行了显著性检验,总体实验效果良好。
Homework is an important way for students to consolidate knowledge, cultivate skills and promote their core literacy. Yet it has long been known that teachers only assign students homework with little time to coach and correct, which hinders the further improvement in teaching quality. This paper, from the analysis of mistake attribution, designs the stratified homework and organizes cooperation groups of mobile learning. Students first teach themselves micro-MOOC to finish their homework by themselves and then if they come across di？ culties they can ask for help from online cooperative groups. Meanwhile, teacher will regularly guide those who have the same difficulties online. One-term practice shows that the overall experimental results are satisfactory according to the ？ nal term examination scores.
出处
《江苏教育研究》
2017年第10期32-37,共6页
Jiangsu Education Research
关键词
微慕学习系统
移动学习
家庭作业指导
建构主义
联通主义
micro-MOOC learning system
mobile learning
homework guiding
constructivism
connectionism
