| 信息技术与课程整合的教学模式研究之二——“传递—接受”教学模式 |
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| 引用本文： | 何克抗,吴娟.信息技术与课程整合的教学模式研究之二——“传递—接受”教学模式[J].现代教育技术,2008,18(8):8-13. |
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| 作者姓名： | 何克抗 吴娟 |
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| 作者单位： | 北京师范大学,现代教育研究所,北京,100875 |
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| 基金项目： | 国家社科基金"十一五"教育学重点课题"以教育技术促进学校教育创新研究" |
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| 摘 要： | 该文是系统研究"信息技术与课程整合教学模式"系列研究论文的第二篇。这组系列研究论文对信息技术与课程整合实施过程中广大教师必须面对的重要问题——"对信息技术环境下教学模式的内涵与特征应如何正确认识、以及对这类教学模式应如何有效实施"作了较深入的探讨;该文则着重对课内整合模式中的主要代表之一"传递—接受教学模式"进行研究,并从该模式的产生背景、内涵与特征、实施步骤及实施案例等几个方面做出比较深入的阐述。
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| 关 键 词： | 信息技术与课程整合 教学模式 课内整合教学模式 “传递—接受”教学模式 |
The Second Academic Paper of Teaching Models Research Series about Integrating Information Technology into Curriculum"Transmitting-Accepting"Teaching Model |
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| HE Ke-kang,WU Juan.The Second Academic Paper of Teaching Models Research Series about Integrating Information Technology into Curriculum"Transmitting-Accepting"Teaching Model[J].Modern Educational Technology,2008,18(8):8-13. |
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| Authors: | HE Ke-kang WU Juan |
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| Institution: | (Modern Education Technology Institute, Beijing Normal University, Beijing 100875, China) |
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| Abstract: | This paper is the second one of Teaching Models Research Series about Integrating Information Technology into Curriculum. These Academic Papers of Teaching Models Research Series studied in-depth the important issues which the majority of teachers must face when they are in the implementation of integrating information technology into curriculum, i.e. ＂how to correctly understand the Connotation and features of the teaching models in the information technology environment, and how these teaching models could be effectively implemented＂. This paper mainly studied about the ＂Transmitting-Accepting＂ Teaching Model, one of the main representatives of Integrative teaching model of internal classroom, and expounded from the aspects of the production background, connotation and features, implementation steps and implementation case about this model. |
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| Keywords: | Integrating Information Technology into Curriculum Teaching Model Integrative teaching model of internal classroom ＂Transmitting-Accepting＂ Teaching Model |
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