本文關(guān)鍵詞： 微課 微課設(shè)計 高中生物 深度縮放式 Focusky　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：微課自2010年引入我國以來,一直以其短小精悍的魅力吸引著研究者的目光,在我國取得了迅速發(fā)展。但與此同時,在微課發(fā)展過程中也逐漸顯現(xiàn)出了一些弊端,比如目前的微課以PPT錄屏式和課堂實錄式為主,總體種類較為單一,且制作水平參差不齊。因此改變微課的單一呈現(xiàn)方式,提高微課制作水平成為目前亟待解決的問題。為較好解決當(dāng)前微課制作問題,提高微課質(zhì)量,筆者將借助Focusky軟件,以高中生物必修一《細胞的結(jié)構(gòu)》為例,嘗試進行不同于PPT錄屏式的深度縮放式微課設(shè)計。此次研究總共分為六個部分。首先筆者通過CNKI、EBSCO等數(shù)據(jù)庫查閱整理微課設(shè)計發(fā)展的相關(guān)資料,掌握了其研究背景,分析了解了國內(nèi)外微課的研究現(xiàn)狀和主要設(shè)計模式;其次,筆者從實際出發(fā),分析了微課特征、高中生物學(xué)科和學(xué)生特點、Focusky軟件優(yōu)勢,并在建構(gòu)主義理論、認(rèn)知負(fù)荷理論、戴爾“經(jīng)驗之塔”等理論指導(dǎo)下,總結(jié)出微課設(shè)計必須遵循的幾項基本原則,并提出一套詳細系統(tǒng)的深度縮放式微課的設(shè)計流程:前提分析、選題、規(guī)劃設(shè)計、素材準(zhǔn)備、視頻集成、反思完善;第三,為證明該設(shè)計方法的可行性,筆者以高中生物必修一《細胞的結(jié)構(gòu)》為例,結(jié)合具體內(nèi)容進行深度縮放式微課的設(shè)計與制作,并對微視頻成品進行修改和完善;第四,為了解該類微課的教學(xué)效果,筆者將成品以翻轉(zhuǎn)課堂的形式應(yīng)用到實踐教學(xué)當(dāng)中,并通過單元檢測、課堂表現(xiàn)觀察、調(diào)查問卷、師生訪談等方式獲得相關(guān)評價和反饋信息;第五,通過綜合成績分析、學(xué)生課堂表現(xiàn)和師生評價情況,筆者得出深度縮放式微課能夠有效增強學(xué)習(xí)興趣,提高學(xué)生成績,增進教學(xué)效果的結(jié)論;最后筆者回顧了此次研究過程,并對研究中出現(xiàn)的問題進行了深刻的總結(jié)與反思。筆者希望通過此次研究,能夠充分發(fā)揮Focusky軟件深度縮放式非線性展示優(yōu)勢,打破當(dāng)前線性展示的單一呈現(xiàn)局面,以提高微課質(zhì)量,實現(xiàn)微課種類多樣化;同時也希望此次探索能夠為后續(xù)深度縮放式微課設(shè)計研究帶來啟發(fā)與幫助。
[Abstract]:Since it was introduced into our country in 2010, microcourse has been attracting the attention of researchers with its short charm, and has made rapid development in our country, but at the same time. In the course of the development of microcourses, some drawbacks have gradually appeared, such as the current microcourses are mainly PPT screen recording and classroom recording, and the overall category is relatively single. And the production level is not uniform. Therefore, changing the single presentation mode of micro-lesson, improving the production level of micro-lesson becomes a problem to be solved. In order to solve the problem of micro-course production, improve the quality of micro-lesson. With the help of Focusky software, the author will take "Cell structure" as an example. This study is divided into six parts. First, the author uses CNKI. EBSCO and other databases to sort out the development of micro-course design related materials, master its research background, analysis and understanding of the domestic and foreign micro-course research status and main design patterns; Secondly, the author analyzes the characteristics of micro-course, biology and student characteristics of Focusky software, and in the constructivism theory, cognitive load theory. Under the guidance of Dale's theory of "Tower of experience", this paper summarizes several basic principles that must be followed in micro-lesson design, and puts forward a set of detailed systematic design flow of depth scaling micro-lesson: premise analysis, topic selection, planning and design. Material preparation, video integration, reflection and perfection; Third, in order to prove the feasibility of the design method, the author takes the "Cell structure" as an example, combining the specific content of the design and production of the deep zoom micro-course. And modify and perfect the micro video product; 4th, in order to understand the teaching effect of this kind of micro-course, the author applies the finished product to the practice teaching in the form of flipping classroom, and through unit testing, classroom performance observation, questionnaire. Teachers and students interview and other ways to obtain relevant evaluation and feedback information; 5th, through the comprehensive result analysis, the student classroom performance and the teacher and student appraisal situation, the author draws the conclusion that the depth scaling microcourse can effectively enhance the study interest, the enhancement student achievement, enhances the teaching effect; In the end, the author reviews the research process, and makes a deep summary and reflection on the problems in the study. The author hopes to pass this study. Focusky software can give full play to the advantages of depth scaling nonlinear display, break the current linear display of a single situation, in order to improve the quality of micro-lessons, to achieve the diversity of micro-classes; At the same time, I also hope that this exploration can bring inspiration and help for the design research of deep zoom micro course.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.91

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