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促进高中生信息技术偏差认知转变的实践研究

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摘要 近年来,应用技术促进学生学习成为教育领域的重要研究课题,“学生如何学习”成为众多研究者的关注方向。文章应用微课教学策略,对高中信息技术学科一个学习单元的五个知识内容进行教学设计。分析学生对这些内容的偏差认知,开发认知测试工具,构建转变学生偏差认知的教学策略。结果表明:基于微课教学可以有效转变高中生在信息技术学习中的偏差认知,提升学生的课业成绩。
作者 景旭
出处 《教育信息技术》 2024年第7期140-144,共5页 Educational Information Technology
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