The practice and thinking of research learning in the network environment

First, the network environment and the study of

Research learning is to cultivate students with “ never satisfied, the attitude of the pursuit of excellence, training the students to discover and solve the problems and put forward questions, the ability of ” as the basic goal; a variety of topics or projects to students from learning life and social life of the design works, design and manufacture for learning basic vector the obtained; scientific research method, to solve the problem in the whole process of the question and learn the abundant experience and knowledge of science and culture as the basic content; in under the guidance of teachers, students study to carry out the study by the way of learning is the basic teaching form of curriculum.

Compared to inquiry learning in network environment and the traditional mode of research study, in terms of data collection, independent learning and interaction have obvious advantages in the network environment can take advantage of the technology retains more learning and activity of the track, help to save time and improve efficiency. With its rich resources, convenient interactivity, sharing and benefit to the implementation of autonomous learning, the network has gradually gained attention in the field of research study.

Study of the characteristics of
Research-based learning under the network environment is a process of initiatively exploring, acquiring, analyzing and processing information by teachers' organization, guidance and assistance, taking students as the main body of activities, using network resources, and forming their own creative research results. Research study under the network environment has the following characteristics:

With abundant resources, the network environment for
Research based learning is a resource based information. In the learning process, with the deepening of research on Situational Questions and research, we need to know a lot of information. The most important feature of the Internet is its rich resources, students can be exposed to every kind of, all aspects of the information, so that the students' vision is no longer confined to the contents of the book, it can cultivate students in mastering sufficient knowledge, dare to put forward their views of the spirit of innovation.


2, provides a convenient network environment for students' Autonomous Learning
The most important feature of the research study is to let the students study independently, which can fully arouse the students' interest and enthusiasm in learning. Under the network environment, there are various forms of research learning. After deciding the topic, students can use the Internet to find out relevant knowledge to solve problems or seek ways to solve problems. The network environment makes it possible for interactive learning, and students are not only accepted but also expressed in the network. Students can interact with teachers. Teachers can timely adjust the progress and difficulty of teaching according to the feedback of students, play the role of &ldquo, curriculum organizers, emotional supporters, learning participants, information consultant &rdquo. Emphasizing the autonomy of research learning in the network environment can make teaching gradually break away from the traditional teacher centered mode, and students turn from traditional forced learning to active learning, which plays a positive role in improving learning effect.

3, the network environment provides support for the guidance of teachers: In the study of research, the main role of teachers is to guide, guide and help. The research study is open, and the network environment provides strong support for the teachers to guide the students' research study. 在研究性学习的过程中，教师可以利用QQ、电子邮件等向学生提供有价值的信息，鼓励学生交流，促进学生在讨论过程积极思考，使解决问题的需要成为学生学习的内在驱动力，并在学生需要时给予指导和帮助。 The Research-based Learning under the network environment is all-around for teachers to change. From teachers' working environment to internal quality, from teachers' professional level to working mode all put forward new requirements and even challenges. Teachers must set up the awareness of network resources, master the network technology, and make good use of the network environment to improve their education and teaching level.

Study of the practice of
In the process of research learning, scientific inquiry is the topic of the premise; the teacher's organization, guidance and help to accomplish task protection; extensive participation of students is the key of research study; multi angle evaluation is to promote the rich dynamic learning process smoothly; innovative thinking and information literacy the improvement of the students is the ultimate goal of learning to achieve. Next, combined with the teaching practice of a comprehensive practical activity "low carbon life start from me", I will talk about some attempts to carry out research learning under the network environment.

1, study the preparation stage:

In the implementation of research-based learning process, teachers should be good from the actual situation of students, from teaching needs, insist on facing the reality, study the inner relationship to guide students through the phenomenon to a question, to grasp the profound understanding and knowledge, improve the ability to analyze and solve problems. Through the investigation before class, I find that most of the students have heard of &ldquo, low carbon life &rdquo, but they don't know the meaning of &ldquo and low carbon life &rdquo, let alone action. At the beginning of the campaign, I asked the children to make bold questions about their low carbon life and explain why they wanted to know them. A timeThe children actively and enthusiastically raised a large number of problems related to low carbon life. I according to their problems in a timely manner to summarize, after carding the formation of such questions:

What is low carbon life?

Why do we advocate a low carbon life?

What is a low carbon life?

…
According to their most interesting questions, students can be combined into different research groups, such as understanding &ldquo, low carbon life &rdquo, group, research &ldquo, low carbon life &rdquo, meaning group, &ldquo, low carbon life &rdquo, golden idea group. The group should pay attention to the collocation of different students, to avoid appearing in An able man is always busy. group activities, leading to strong getting stronger and the weak weaker. The team leader is selected in the project group to determine the division of labor, such as the collection, collation, post production, demonstration and publicity of pictures and characters. In the group inquiry activities, teachers should try to give full play to the students' specialty, pay attention to the rationality of the division of labor, and monitor the implementation of the task of the group. More support and encouragement are given to students with difficulties, so that every student can enjoy the fun of learning and experience the joy of success.

Next, we need to make research plans. Some teams have designed &ldquo, low carbon life &rdquo, some groups are going to collect information online, and some teams are going to visit related professionals and ask them for advice. In combination with the content of information technology, I encourage them to use the network to collect information more. When they encounter difficulties, they use network communication such as QQ, e-mail and so on to provide them with technical support.

2, study the implementation stage:

In the implementation stage of research study, we guide students to review the skills of Internet search, such as search engine, search key, etc. In the collection of information, the full use of network resources, and remind students to pay attention to the health of the Internet, the safe use of the network. The team members, guided by the leader of the group, carried out research learning on the group's problems by using the Internet.

When students collect information about &ldquo, low carbon life &rdquo, guide students to organize and organize pictures, texts, voices, videos and other folders on computers. The network has a large number of resources, while students are browsing, they should also guide them to select properly and to quote the referenced URLs.

After analyzing the collected data, the team members have reached their own conclusions: understanding low carbon life “ ” group of &ldquo ” low carbon life; the origin and development trend of low carbon life; “ ” meaning group from the deterioration of the global environment to “ low carbon life ” practical significance; “ low carbon life ” golden idea team collected a lot of &ldquo low carbon life; ” golden idea.

3, study achievement exchange phase:

Results in the exchange stage, teachers please each group a spokesman, the presentation in class. In the stage of achievement communication, there will be differences between students' understanding. Let students collide with other students' discoveries and produce wisdom, and guide them to summarize imperfections, and replenish and correct them in time. Not only can the students' works be uploaded to the school website for more extensive communication. Students can not only see their own works, but also see other students' works. Meanwhile, they can evaluate other students' works, and teachers can also evaluate any student's works. After completion of the evaluation, teachers can switch comments on students' works to comment, so that students can feel that teachers value them very much, so as to further mobilize the enthusiasm of students.

Study on
1, change the idea, change the role of

In the study of research, teachers should change their ideas from the impartor of knowledge to the instructors and helpers of the students' study. It is not only to change the concept, but also realize the role change in behavior, using open, heuristic, inquiry teaching, guide students to independent thinking, bold questioning, hands-on practice, new teacher-student relationship based on mutual respect, democracy and equality, cooperation and exchange.

2, pay attention to personality, pay attention to the process of

The most important feature of research learning is to let students study independently. Therefore, in research learning, teachers should first provide students enough free space and play their leeway, encourage students to explore independently, and display personality characteristics when completing works and communication shows. Study not only focus on learning outcomes, but also pay more attention to the learning process than in the past, each child's personality is different, in the study of learning activities, allowing students according to their own understanding and familiar ways to solve problems, to allow students according to their own information come to different conclusions.

3, strengthen cooperation, to guide

In research learning, as an information technology teacher, we should not only guide from knowledge and skills of information technology, but also guide from research methods. Teachers' personal strength is limited. Therefore, we must cooperate from individuals to seek the power of other teachers around us, so as to guide students' research teams. For example, cooperating with the science teacherTo help students understand the greenhouse effect, the deterioration of the earth's environment, energy conservation and environmental protection, and so on. Cooperate with Chinese teachers and guide students to write research reports. Cooperation with the school brigade to carry out “ low carbon life, begin from me ” propaganda … …

The network environment has brought a lot of convenience for study, but the research study is not enough to rely solely on the network environment, if the exchange of experience, application of the research study under the network environment and the real situation together, I believe we can create the best learning environment. We should continue to explore on the road of research - based learning, constantly improve the effectiveness of research - based learning, so that every participant can be fully developed.


Reference:

[1] more than Qingchen. Study [M]. Beijing: Educational Science Publishing House, 2003.

[2] study guide [M]. Zhou Qinglin. Guilin: Guangxi Normal University press, 2004.

[3] Chen Shuting. Study on [J]. Science News Network Environment (education and Research), 2009 (08):.[4] 林关征.网络环境下研究性学习的探讨[J].山西高等学校社会科学学报，2009，（05）.

[5] Chen Jing pan song. Research of the network environment of the inquiry learning of modern educational equipment based on [J]. China, 2007, (09):.[6] Huang Ronghuai. Research learning under the network environment [J]. Chinese electrification education, 2002(01).