本文關(guān)鍵詞：高中生物學(xué)PPT式微課的設(shè)計(jì)、制作與應(yīng)用研究　出處：《陜西師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：“微時(shí)代”下,教學(xué)領(lǐng)域產(chǎn)生了一種新穎的課程資源——微課,它拓寬了學(xué)生學(xué)習(xí)的路徑。并使得教師由指導(dǎo)者、講授者轉(zhuǎn)變?yōu)檎n程資源的開(kāi)發(fā)者和設(shè)計(jì)者,有利于提高教師主人翁意識(shí)和責(zé)任感,提高教育教學(xué)能力,促進(jìn)教師的專(zhuān)業(yè)發(fā)展。微課是用來(lái)講解某一知識(shí)點(diǎn)或處理某一問(wèn)題或說(shuō)明某一道理,以精短視頻的形式展現(xiàn)出來(lái),應(yīng)用到教學(xué)領(lǐng)域的一種資源。微課是在非物理課堂教學(xué)環(huán)境下制作的,用于虛擬學(xué)習(xí)環(huán)境下的教與學(xué),支持多平臺(tái)、多終端。通過(guò)教育實(shí)習(xí)及文獻(xiàn)查閱,得知我國(guó)微課的理論研究較多,而與實(shí)際具體學(xué)科的整合研究較少,尤其在生物學(xué)教學(xué)實(shí)踐中,微課教學(xué)模式的實(shí)踐很少。高中生物學(xué)課堂教學(xué)還是以接受學(xué)習(xí)為主導(dǎo),教學(xué)方式單一,學(xué)生在教師的講授下進(jìn)行機(jī)械記憶,其學(xué)習(xí)效果較差。微課則可以給予教師較自由的空間,開(kāi)發(fā)適合自己教學(xué)風(fēng)格和學(xué)生學(xué)習(xí)特點(diǎn)的教學(xué)內(nèi)容,開(kāi)拓學(xué)生學(xué)習(xí)的渠道,給缺乏生機(jī)的教學(xué)活動(dòng)注入一股活力。本論文采用了文獻(xiàn)研究法、訪談法、案例研究法、行動(dòng)研究法等方法對(duì)高中生物學(xué)PPT式微課的類(lèi)型、特點(diǎn)、內(nèi)容選取的標(biāo)準(zhǔn)、設(shè)計(jì)方案和制作流程進(jìn)行了全面而深入的研究,并將制作的案例進(jìn)行教學(xué)實(shí)踐,總結(jié)微課教學(xué)反饋觀點(diǎn)。整體來(lái)說(shuō),本論文得出以下研究結(jié)論：高中生物學(xué)PPT式微課的類(lèi)型主要有六種,它們分別為知識(shí)講解型微課、呈現(xiàn)事物型微課、技巧講解型微課、概念辨析型微課、科學(xué)家簡(jiǎn)介型微課、習(xí)題講解型微課。高中生物學(xué)微課注重概念、原理、生命活動(dòng)現(xiàn)象的講解,這是與其他學(xué)科微課最明顯的區(qū)別。所以微課內(nèi)容的選取標(biāo)準(zhǔn)有五方面,分別為：知識(shí)點(diǎn)要具有完整性,具有代表性；內(nèi)容上要具有科學(xué)性并且包含的信息要適量,避免無(wú)關(guān)信息的干擾。微課設(shè)計(jì)環(huán)節(jié)需要注意兩個(gè)方面,從技術(shù)角度,課件要設(shè)計(jì)成寬屏,提高視覺(jué)效果,要設(shè)計(jì)好母版的布局、背景聲音、切換效果和時(shí)間間隔。從內(nèi)容呈現(xiàn)角度,課件要設(shè)計(jì)片頭和片尾,并且信息要全面,要設(shè)計(jì)好教學(xué)目標(biāo),明確學(xué)生學(xué)習(xí)要達(dá)到的水準(zhǔn),正文要按著知識(shí)點(diǎn)內(nèi)在的邏輯性與學(xué)生認(rèn)知發(fā)展特點(diǎn)進(jìn)行組織。PPT式微課制作時(shí)要做好錄制前的工作處理,錄制時(shí)要確保錄制環(huán)境的安靜,后期處理要注意內(nèi)容的完整性和時(shí)間的精簡(jiǎn)性,并且注意使用繪聲繪影美化微課后而生成的視頻的大小。筆者設(shè)計(jì)制作了高中生物學(xué)五個(gè)微課作品,分別為“孟德?tīng)枴笨茖W(xué)家簡(jiǎn)介類(lèi)微課、“染色體組概念”講解類(lèi)微課、“染色體組數(shù)目判斷”技巧指導(dǎo)類(lèi)微課、“細(xì)胞凋亡與細(xì)胞壞死”概念辨析類(lèi)微課、錯(cuò)題分析類(lèi)微課。微課在教學(xué)實(shí)踐中,注意不要代替課堂教學(xué),微課只是起輔助學(xué)生學(xué)習(xí)作用的教學(xué)資源。學(xué)生自學(xué)的態(tài)度決定了教學(xué)效果。并且,微課的開(kāi)發(fā)和推廣面臨著種種現(xiàn)實(shí)問(wèn)題。希望本論文對(duì)廣大師生理解PPT式微課和設(shè)計(jì)、錄制微課有所幫助。
[Abstract]:The "micro era", teaching field has produced a new curriculum resources -- Micro course, it broadens the path of learning. And the teacher by the instructor, developers and designers of teaching into the curriculum resources, to improve teachers' sense of ownership and responsibility, improve teaching ability, professional development promote teachers. Micro class is used to explain a certain knowledge or dealing with a problem or illustrate a truth, displayed in the form of short video, applied to a field of teaching resources. The micro lesson was made in non physics classroom teaching and learning environment, for the virtual learning environment to teach. Support multi platform, multi terminal. Through education practice and literature review, that more research the theory of China's Micro course, and with the actual specific discipline integration research, especially in biology teaching practice, micro teaching model of real The practice is few. The high school biology classroom or to accept learning oriented, single teaching method, students of mechanical memory in the teacher's teaching, the learning effect is poor. The micro lesson can give teachers more free space, teaching contents suitable for the development of their own teaching style and learning characteristics of students, develop students' learning channel, injection a lack of vigor vitality to the teaching activities. This paper adopts literature research method, interview method, case study method, action research method, characteristics of micro teaching in senior high school biology type, PPT, content selection criteria, design and fabrication process for a comprehensive and in-depth research, and production the case teaching practice, summed up the micro teaching feedback. Overall, this paper draws the following conclusions: high school biology class micro PPT there are six main types, they are known Explain the general type micro class, showing things micro course, explain the skill type micro class, the concept of micro course, scientists profile micro class exercises to explain micro lesson. The high school biology micro classes focus on concept, principle, to explain the phenomena of life activities, this is the micro class and other subjects the most obvious difference. So the criteria for the selection of micro course content has five aspects, respectively: knowledge points should be comprehensive, representative; the content should be scientific and information contained in moderation, avoid the interference of irrelevant information. The micro class design aspects need to pay attention to two aspects, from the point of view of technology, courseware is designed for widescreen, improve the visual effects, to design a good master layout, background sound, switching effect and time interval. From the content point of view, to design courseware titles and credits, and the information to be comprehensive, in order to design the teaching goal clear, learning to achieve the standard, is This paper according to the logic and the development of students' cognition characteristics of knowledge about the inner organization of.PPT micro class production should be recorded before the treatment work, recording to ensure the recording environment quiet, streamlining of post processing integrity and time to pay attention to the content, and pay attention to the use of true to life and the video beautification micro class size. The author made high school biology five micro class works, respectively "Mendel" scientists introduction class micro class, "genome" concept to explain the micro lesson, "chromosome number judgment" micro "skills guidance course, cell apoptosis and cell necrosis on the concepts of micro course, error analysis micro micro class courses. In the teaching practice, pay attention not to replace the classroom teaching, students' learning micro class only play a supporting role in teaching resources. Students learning attitude determines teaching effect. And the micro class The development and promotion of facing various practical problems. I hope this paper and the design of the PPT micro course of understanding between teachers and students, help the recording micro class.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G434;G633.91

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