我國中小學微課發(fā)展現(xiàn)狀分析
發(fā)布時間：2018-09-09 09:40
【摘要】：近年來，隨著翻轉課堂教學理念的興起，大規(guī)模開放在線課程的迅速發(fā)展，微課也正在成為人們探索教學模式改革的又一大突破口。我國尤其是中小學對微課的研究與實踐表示了極大的關注，如大規(guī)模的微課設計比賽、微課網(wǎng)站、微課相關的的課堂教學研究等正日益成為中小學教師及研究者們的關注焦點。 本文試圖利用內(nèi)容分析法對近年來出現(xiàn)的中小學領域的微課相關研究文獻及微課網(wǎng)站進行客觀細致分析，通過定性和定量描述總結探討出我國中小學微課發(fā)展的現(xiàn)狀，為今后的研究趨勢和發(fā)展方向提供理論和現(xiàn)實的參考。文章首先探討了研究的背景、問題、方法和意義，并提出以翻轉課堂教學模式和信息化教學模式作為本研究的理論基礎；然后以CNKI期刊來源為分析對象，篩選了93篇與中小學微課相關的文獻來源作為研究樣本，統(tǒng)計分析了文獻的數(shù)量、作者及來源等基本情況，重點分析了文獻中關于微課的設計、開發(fā)、應用和評價等方面的研究情況；接著再通過判斷抽樣的方式選取“中國微課大賽”、“全國首屆微課程大賽”、“微課網(wǎng)”三個平臺中77個微課資源作為研究樣本，從微課的教育性、科學性、技術性、社會性、藝術性五個維度進行了深度剖析；最后再以內(nèi)容分析的結果作為依據(jù)，深入探討了目前我國中小學微課的發(fā)展現(xiàn)狀及其存在的問題，并從理論、技術、管理、制度四個層面提出了建設性的對策。本研究在選取分析樣本過程中存在樣本容量不夠大，分析類目參考的是網(wǎng)絡課程的評價標準等問題，但是本研究實實在在地現(xiàn)階段的研究提供了難得的階段性總結與反思，為今后開展微課的研究與設計工作提供一定的現(xiàn)實參考。 全文共分成7章。 第一章引言在闡述研究背景基礎上提出本文研究的問題、方法和意義。 第二章文獻綜述與理論基礎通過文獻研究法對目前國內(nèi)外微課研究現(xiàn)狀進行系統(tǒng)梳理和分析，并且提出翻轉課堂教學模式、信息化教學模式、自主學習理論等作為本研究的理論基礎。 第三章概念界定與研究框架結合本文研究主題，闡述了“微課”、“微課程”、“微視頻”的具體定義和內(nèi)涵，并設計本文的具體研究框架。 第四章我國微課理論發(fā)展現(xiàn)狀分析詳細設計了文獻分析的維度——微課內(nèi)容分析類目表，并依據(jù)此類目表對現(xiàn)有微課文獻進行量化分析。 第五章我國微課實踐發(fā)展現(xiàn)狀分析首先確定研究樣本，然后設計了微課分析的維度——中小學微課制作標準內(nèi)容分析類目量表，并以此類目表對微課平臺及微視頻進行量化分析。 第六章現(xiàn)存問題與對策探討通過量化結果得出微課的理論與實踐現(xiàn)狀，，并以此現(xiàn)狀為依據(jù)，對其進行反思和總結，最后針對性地從理論、技術、管理、制度層面提出相應的對策思考。 第七章結語總結概括了本研究的主要結論、創(chuàng)新點和研究需改善之處。
[Abstract]:In recent years, with the rise of the concept of flipping classroom teaching and the rapid development of large-scale open online courses, micro-courses are becoming another breakthrough in exploring the reform of teaching mode. In our country, especially in primary and secondary schools, great attention has been paid to the research and practice of micro-lesson, such as the large-scale micro-lesson design competition, micro-lesson website, micro-lesson related classroom teaching research and so on, which are increasingly becoming the focus of primary and middle school teachers and researchers. This paper attempts to use the content analysis method to analyze the relevant research literature and website of micro-lesson in the field of primary and secondary schools in recent years, and through qualitative and quantitative description to summarize and discuss the current situation of the development of micro-lesson in primary and secondary schools in China. To provide theoretical and practical reference for future research trends and development direction. This paper first discusses the background, problems, methods and significance of the research, and puts forward the reverse classroom teaching model and the informational teaching model as the theoretical basis of this study, and then takes the source of CNKI periodicals as the analysis object. In this paper, 93 articles of literature related to micro lessons in primary and secondary schools are selected as research samples, and the quantity, author and source of the documents are statistically analyzed, and the design and development of microcourses in the literature are emphatically analyzed. Then, through judging and sampling, we select 77 micro-lesson resources from the three platforms of "China Microcourse Competition", "the first National Microcourse Competition" and "Micro-lesson Network" as research samples. From the five dimensions of education, science, technology, sociality and artistry, the author makes a deep analysis of the microcourse, and finally takes the results of the content analysis as the basis. This paper probes into the present development situation and existing problems of microcourses in primary and secondary schools in China, and puts forward constructive countermeasures from four aspects: theory, technology, management and system. In this study, the sample size is not large enough in the process of selecting and analyzing the sample, the analysis category refers to the evaluation standard of the network course and so on, but this research actually provides a rare stage summary and reflection for the present research. It provides a practical reference for the research and design of micro-class in the future. The full text is divided into seven chapters. The first chapter introduces the problems, methods and significance of this paper based on the background of the research. The second chapter is literature review and theoretical basis. Through literature research, the author systematically combs and analyzes the current situation of micro-course research at home and abroad, and puts forward the flipping classroom teaching model and information teaching mode. Autonomous learning theory is the theoretical basis of this study. In the third chapter, the definition and research framework of "micro-lesson", "micro-course" and "micro-video" are discussed, and the specific research framework is designed. The fourth chapter analyzes the present situation of microcourse theory in China, and designs the dimensional-microcourse content analysis category table in detail, and quantifies the existing micro-course literature according to this kind of table. The fifth chapter analyzes the present situation of microlesson practice in our country. First, the research sample is determined, and then the dimension of micro-lesson analysis is designed, which is the standard content analysis category scale for microlesson making in primary and secondary schools. The micro-course platform and micro-video are analyzed quantitatively by this kind of table. The sixth chapter discusses the existing problems and countermeasures through the quantitative results of micro-lesson theory and practice status quo, and based on the status quo, to reflect and summarize it, and finally from the theory, technology, management, The corresponding countermeasures are put forward at the institutional level. The seventh chapter summarizes the main conclusions of this study, innovation and research needs to be improved.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G434
[Abstract]:In recent years, with the rise of the concept of flipping classroom teaching and the rapid development of large-scale open online courses, micro-courses are becoming another breakthrough in exploring the reform of teaching mode. In our country, especially in primary and secondary schools, great attention has been paid to the research and practice of micro-lesson, such as the large-scale micro-lesson design competition, micro-lesson website, micro-lesson related classroom teaching research and so on, which are increasingly becoming the focus of primary and middle school teachers and researchers. This paper attempts to use the content analysis method to analyze the relevant research literature and website of micro-lesson in the field of primary and secondary schools in recent years, and through qualitative and quantitative description to summarize and discuss the current situation of the development of micro-lesson in primary and secondary schools in China. To provide theoretical and practical reference for future research trends and development direction. This paper first discusses the background, problems, methods and significance of the research, and puts forward the reverse classroom teaching model and the informational teaching model as the theoretical basis of this study, and then takes the source of CNKI periodicals as the analysis object. In this paper, 93 articles of literature related to micro lessons in primary and secondary schools are selected as research samples, and the quantity, author and source of the documents are statistically analyzed, and the design and development of microcourses in the literature are emphatically analyzed. Then, through judging and sampling, we select 77 micro-lesson resources from the three platforms of "China Microcourse Competition", "the first National Microcourse Competition" and "Micro-lesson Network" as research samples. From the five dimensions of education, science, technology, sociality and artistry, the author makes a deep analysis of the microcourse, and finally takes the results of the content analysis as the basis. This paper probes into the present development situation and existing problems of microcourses in primary and secondary schools in China, and puts forward constructive countermeasures from four aspects: theory, technology, management and system. In this study, the sample size is not large enough in the process of selecting and analyzing the sample, the analysis category refers to the evaluation standard of the network course and so on, but this research actually provides a rare stage summary and reflection for the present research. It provides a practical reference for the research and design of micro-class in the future. The full text is divided into seven chapters. The first chapter introduces the problems, methods and significance of this paper based on the background of the research. The second chapter is literature review and theoretical basis. Through literature research, the author systematically combs and analyzes the current situation of micro-course research at home and abroad, and puts forward the flipping classroom teaching model and information teaching mode. Autonomous learning theory is the theoretical basis of this study. In the third chapter, the definition and research framework of "micro-lesson", "micro-course" and "micro-video" are discussed, and the specific research framework is designed. The fourth chapter analyzes the present situation of microcourse theory in China, and designs the dimensional-microcourse content analysis category table in detail, and quantifies the existing micro-course literature according to this kind of table. The fifth chapter analyzes the present situation of microlesson practice in our country. First, the research sample is determined, and then the dimension of micro-lesson analysis is designed, which is the standard content analysis category scale for microlesson making in primary and secondary schools. The micro-course platform and micro-video are analyzed quantitatively by this kind of table. The sixth chapter discusses the existing problems and countermeasures through the quantitative results of micro-lesson theory and practice status quo, and based on the status quo, to reflect and summarize it, and finally from the theory, technology, management, The corresponding countermeasures are put forward at the institutional level. The seventh chapter summarizes the main conclusions of this study, innovation and research needs to be improved.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G434
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