本文關(guān)鍵詞：微課運用于初中化學(xué)疑難知識的教學(xué)實踐研究　出處：《云南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 初中化學(xué) 微課 疑難知識 實踐研究

【摘要】：隨著互聯(lián)網(wǎng)的時代到來,人手一部移動終端已是常態(tài),觀看微課來進行學(xué)習(xí)的這種方式越來越受到大家的歡迎。初三化學(xué)的教學(xué)時間緊,教學(xué)任務(wù)重,特別是化學(xué)概念繁多、抽象難以理解,為了更高效的教學(xué),突破化學(xué)教學(xué)內(nèi)容上的一些難點,利用微課短小精悍的特點,使之與其它教學(xué)手段有機結(jié)合優(yōu)化課堂教學(xué),更能讓學(xué)習(xí)者直接領(lǐng)會到學(xué)習(xí)目標,提高學(xué)習(xí)效率。本研究在以利用微課突破初中化疑難知識的學(xué)習(xí)方式為出發(fā)點,采用文獻法對該主題的研究現(xiàn)狀進行文獻綜述,在建構(gòu)主義理論、混合學(xué)習(xí)理論、自主學(xué)習(xí)等理論基礎(chǔ)上,結(jié)合本地區(qū)的實際情況設(shè)計了相關(guān)的調(diào)查問卷進行調(diào)查分析,對本研究進行可行性分析和確定了初中化學(xué)知識的疑難點,繼而針對疑難點制作開發(fā)相關(guān)的微課和進行教學(xué)設(shè)計,在實際教學(xué)中運用微課在初中化學(xué)疑難知識的課前、課中、課后三種模式進行了教學(xué)實踐,最后采用問卷調(diào)查法、訪談法、期末考試成績對比對教學(xué)實踐效果進行了總結(jié)和反思。通過實踐得到微課是一種解決初中化學(xué)疑難知識的教學(xué)有效方式。經(jīng)過一年的教學(xué)實踐,證實了“微課運用于初中化學(xué)教學(xué)疑難知識”在初中化學(xué)教學(xué)具有一定的可實施性,并為后續(xù)進行該研究的研究者提供了實際經(jīng)驗支持,同時本研究還生成了大量的網(wǎng)絡(luò)初中化學(xué)優(yōu)質(zhì)課程資源。在今后的教學(xué)中,繼續(xù)運用到實際教學(xué)中,并不斷的改進和完善。
[Abstract]:With the advent of the Internet era, a mobile terminal has been the norm, watching micro-classes to learn this way is more and more popular. The teaching time of junior high school chemistry is tight, teaching task is heavy. In particular, the concept of chemistry is various, abstract is difficult to understand, in order to more efficient teaching, break through some difficult points in the content of chemistry teaching, the use of micro-courses short and tough characteristics. So that it can be combined with other teaching means to optimize classroom teaching, so that learners can directly understand the learning goals. To improve the efficiency of learning. This study is based on the use of micro-curriculum to break through the difficult knowledge of junior high school learning as a starting point, the use of literature on the subject of the current situation of literature review, in the constructivism theory. On the basis of mixed learning theory, autonomous learning theory and so on, the questionnaire is designed and analyzed according to the actual situation of the region. The feasibility of this study and determine the difficult points of junior high school chemistry knowledge, and then for the difficulties of the development of micro-courses and teaching design. In the actual teaching, the use of micro-class in junior high school chemistry difficult knowledge before, in class, after the three modes of teaching practice, the final use of questionnaires, interviews. The comparison of final examination results summarizes and reflects on the effect of teaching practice. It is an effective way to solve the difficult knowledge of chemistry in junior high school through the practice of micro-class. After one year of teaching practice. It is proved that the application of microcourse to the difficult knowledge of chemistry teaching in junior high school has certain implementability, and it provides practical experience support for the researchers who carry out this research in the future. At the same time, this research has also generated a large number of network junior high school chemistry high quality curriculum resources, in the future teaching, continue to apply to the actual teaching, and continue to improve and improve.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.8

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本文編號：1382503