本文選題：具體細(xì)節(jié)和要素類知識(shí)　切入點(diǎn)：微課設(shè)計(jì)　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】：隨著信息技術(shù)的飛速發(fā)展,學(xué)習(xí)時(shí)間和地點(diǎn)的隨意性使得微課越來越受到重視,然而在對(duì)眾多微課進(jìn)行分析中發(fā)現(xiàn),部分微課在開發(fā)過程中并沒有考慮到知識(shí)的類型,并沒有針對(duì)不同類型的知識(shí)選擇不同的表現(xiàn)方法,導(dǎo)致部分微課沒有針對(duì)性,因而進(jìn)行專門一類的知識(shí)點(diǎn)的微課設(shè)計(jì)是非常有必要的。素質(zhì)教育要求學(xué)習(xí)者的身心全面發(fā)展,這就使得承擔(dān)著情感態(tài)度價(jià)值觀目標(biāo)的知識(shí)點(diǎn)將受到重視。然而,“具體細(xì)節(jié)和要素”類知識(shí),由于其較為具體,抽象程度比較低的原因,在教學(xué)中往往被忽視,在數(shù)字化資源建設(shè)過程中,亦不能引起足夠的重視。但此類知識(shí)兼具學(xué)科基本知識(shí)和背景的了解,以及“態(tài)度”類教學(xué)目標(biāo)實(shí)現(xiàn)的任務(wù),因而在當(dāng)下微課資源建設(shè)中應(yīng)加強(qiáng)此類知識(shí)的專門研究。本研究首先通過文獻(xiàn)研究法與案例研究法分析當(dāng)前微課設(shè)計(jì)與開發(fā)現(xiàn)狀、“具體細(xì)節(jié)和要素”類知識(shí)的教學(xué)現(xiàn)狀;其次,結(jié)合知識(shí)的特點(diǎn)與類型分類分析其教學(xué)目標(biāo),并根據(jù)目標(biāo)分析教學(xué)內(nèi)容的選擇與組織;再次,給出微課的教學(xué)過程,并對(duì)其中的講解環(huán)節(jié)的教學(xué)內(nèi)容呈現(xiàn)方法進(jìn)行具體的梳理總結(jié),給出可直接使用的方法;最后,以《教育技術(shù)哲學(xué)》為例,將其中的“具體細(xì)節(jié)和要素”類知識(shí)進(jìn)行微課開發(fā)。通過對(duì)文獻(xiàn)的研讀和對(duì)知識(shí)點(diǎn)特點(diǎn)的細(xì)致分析,給出“具體細(xì)節(jié)和要素”類知識(shí)的教學(xué)目標(biāo)和在教學(xué)內(nèi)容的選擇與組織時(shí)可借鑒參考的方法與建議;梳理總結(jié)微課教學(xué)過程并對(duì)其中知識(shí)點(diǎn)的呈現(xiàn)方法做詳細(xì)的設(shè)計(jì),并在實(shí)踐開發(fā)中驗(yàn)證其可行性。期望提出的建議與方法可以為日后此類知識(shí)的數(shù)字化資源建設(shè)提供參考。
[Abstract]:With the rapid development of information technology, the randomness of learning time and place makes micro-lessons more and more important. However, in the analysis of many micro-lessons, it is found that some micro-lessons do not consider the types of knowledge in the process of development. There is no choice of different methods of expression for different types of knowledge, which leads to the lack of pertinence in some microcourses, so it is very necessary to design microcourses with special knowledge points. Quality education requires learners' physical and mental comprehensive development. However, the knowledge of "specific details and elements" is often ignored in teaching because of its more concrete and less abstract degree. In the process of the construction of digital resources, we can't pay enough attention to it. However, this kind of knowledge has the basic knowledge and background of the subject, and the task of realizing the teaching goal of "attitude". Therefore, the special research of this kind of knowledge should be strengthened in the construction of microcourse resources at present. Firstly, this study analyzes the current situation of microcourse design and development through literature research and case study, and the teaching status of "specific details and elements". According to the characteristics and types of knowledge, the teaching objectives are analyzed, and the selection and organization of teaching contents are analyzed according to the objectives. Thirdly, the teaching process of micro-class is given. Finally, taking philosophy of Educational Technology as an example, the methods of presenting the teaching contents of the explaining links are summarized, and the methods that can be used directly are given. The "specific details and elements" knowledge is developed in micro-class. Through the reading of the literature and the detailed analysis of the characteristics of the knowledge points, This paper gives the teaching objectives of "specific details and elements" and the methods and suggestions that can be used for reference in the selection and organization of teaching contents, summarizes the teaching process of micro-course and designs the methods of presenting knowledge points in detail. The suggestions and methods are expected to provide a reference for the construction of digital resources of this kind of knowledge in the future.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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