本文關(guān)鍵詞： 微課 視覺學(xué)習(xí) 可視化表征 設(shè)計　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：進(jìn)入21世紀(jì)以來,在互聯(lián)網(wǎng)時代的大背景下,在終身學(xué)習(xí)理念的助推下,教育教學(xué)改革正在刻不容緩的發(fā)生,如何利用互聯(lián)網(wǎng)來進(jìn)行學(xué)習(xí)是教育界關(guān)心的主要問題之一。2015年7月,國務(wù)院印發(fā)《國務(wù)院關(guān)于積極推進(jìn)“互聯(lián)網(wǎng)+”行動的指導(dǎo)意見》,“互聯(lián)網(wǎng)+”時代下,“互聯(lián)網(wǎng)+教育”正在給教育帶來深刻變革,微課作為新興的教育教學(xué)模式,憑借其“短小精悍”,主體突出等特點,滿足了學(xué)習(xí)者日常學(xué)習(xí)的需求,正在被廣泛的應(yīng)用到各教育教學(xué)領(lǐng)域,受到了廣大教育工作者的關(guān)注和研究。現(xiàn)階段微課的數(shù)量有著顯著的提升,但是微課質(zhì)量偏低,尤其實在視覺學(xué)習(xí)的背景下,沒有以學(xué)習(xí)者為中心,忽略了微課的可視化表征設(shè)計,即微課視頻質(zhì)量低劣,畫面粗糙,內(nèi)容結(jié)構(gòu)設(shè)計不合理,畫面不能更好的幫助學(xué)習(xí)者進(jìn)行學(xué)習(xí)等問題。本研究在研讀微課相關(guān)文獻(xiàn)和實踐的基礎(chǔ)上,總結(jié)和設(shè)計了如何對微課進(jìn)行可視化表征設(shè)計與實現(xiàn),希望為微課教學(xué)資源的設(shè)計與實現(xiàn)提供一些經(jīng)驗和借鑒參考。本文一共分六個部分對視覺學(xué)習(xí)視角下微課的可視化表征設(shè)計與實現(xiàn)的相關(guān)內(nèi)容進(jìn)行了闡述。第一章介紹了本文的研究背景、國內(nèi)外研究現(xiàn)狀、研究目的與意義、內(nèi)容與方法、特色與創(chuàng)新點,為后續(xù)研究奠定基礎(chǔ)。第二章對微課及相關(guān)概念進(jìn)行了界定,并對微課所涉及的相關(guān)理論進(jìn)行闡述。第三章對微課的知識可視化表征進(jìn)行設(shè)計,主要分為:可視化表征內(nèi)容構(gòu)建、形式探究、可視化表征設(shè)計。第四章是以《(九年級化學(xué))元素周期表》為例來進(jìn)行視覺學(xué)習(xí)視角下微課的可視化表征設(shè)計與實現(xiàn)。第五章是對根據(jù)知識可視化表征設(shè)計的微課進(jìn)行適用性研究,通過問卷調(diào)查法和訪談法進(jìn)行具體調(diào)查。第六章是對全文的總結(jié)與展望。通過研究發(fā)現(xiàn),具有良好可視化表征設(shè)計的微課對學(xué)習(xí)者有著很大的吸引力且愿意通過微課來進(jìn)行學(xué)習(xí)。微課的可視化表征設(shè)計就是讓學(xué)習(xí)者保持對微課教學(xué)興趣的重要抓手,只有具備良好的可視化表征設(shè)計能力,設(shè)計出吸引學(xué)習(xí)者注意力的微課才能更好的幫助學(xué)習(xí)者學(xué)習(xí),提高學(xué)習(xí)者的學(xué)習(xí)效率,促進(jìn)微課的傳播!
[Abstract]:Since 21th century, under the background of the Internet era, under the help of life-long learning concept, education and teaching reform is taking place without delay. How to use the Internet for learning is one of the major issues of concern to the educational community. In July 2015, the State Council issued the State Council's guiding opinions on actively promoting the "Internet". In the era of "Internet", "Internet education" is bringing profound changes to education. As a new educational teaching mode, micro-lesson is characterized by its "short and tough" and prominent subject. Meet the needs of daily learning of learners, is widely used in the field of education and teaching, by the majority of educators attention and research. At this stage, the number of micro-courses has significantly improved. However, the quality of micro-lesson is low, especially under the background of visual learning, there is no learner-centered, the visual representation design of micro-lesson is neglected, that is, the video quality of micro-lesson is poor and the picture is rough. The design of content structure is unreasonable and the picture can not help learners to learn better. This study is based on the study of the relevant literature and practice of micro-lessons. This paper summarizes and designs how to design and implement the visualization representation of micro-class. It is hoped to provide some experience and reference for the design and implementation of teaching resources of micro-lesson. This paper is divided into six parts to explain the design and implementation of visual representation of micro-lesson in visual learning perspective. The chapter introduces the research background of this paper. Domestic and foreign research status, research purposes and significance, content and methods, characteristics and innovation points, for further research laid a foundation. The second chapter of micro-lessons and related concepts are defined. The third chapter designs the knowledge visualization representation of micro-lesson, mainly divided into: visual representation content construction, form research. Visual representation design. Chapter 4th is based on the. The periodic table is used as an example to design and implement the visual representation of micro-lessons from the visual perspective. Chapter 5th is a study on the applicability of micro-courses designed according to the visual representation of knowledge. Through questionnaires and interviews to conduct specific investigations. 6th chapter is a summary of the full text and prospects. Through the study found. Micro-lesson with good visual representation design has great attraction to learners and is willing to learn through micro-class. The visual representation design of micro-lesson is an important grasp for learners to maintain their interest in micro-lesson teaching. Only if we have a good visual representation design ability to design a micro-lesson to attract learners' attention can we better help learners to learn improve the learning efficiency of learners and promote the spread of micro-lessons.
【學(xué)位授予單位】：沈陽師范大學(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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