發(fā)布時間：2018-03-28 18:38

  本文選題：理解性教學(xué)　切入點：微課設(shè)計　出處：《江南大學(xué)》2017年碩士論文

【摘要】：近幾年來,隨著媒體技術(shù)的日新月異,教育教學(xué)方式發(fā)生了翻天覆地的變化,海量的數(shù)字化和可視化學(xué)習(xí)資源不斷地涌現(xiàn),資源的碎片化和微學(xué)習(xí)成為學(xué)習(xí)型社會的發(fā)展趨勢。微課作為一種重要的碎片化學(xué)習(xí)資源備受關(guān)注,許多一線教師和研究者也都參與到了微課的設(shè)計、開發(fā)及應(yīng)用效果研究中。在國內(nèi),微課的提出是為了方便教師教學(xué)大賽和課件大賽的評比。傳統(tǒng)的參賽教學(xué)課件一般為40分鐘左右的全程實錄,課件歷時較長、評審難度大、成本高參與面小、賽后課件應(yīng)用率低下。微課以其短、小、精、悍的特征,滿足了參賽課件表現(xiàn)形式微小化和內(nèi)容設(shè)計精致化的訴求。但是許多人對為什么要“微課”,圍繞什么“微課”這些本質(zhì)問題并不十分清楚,導(dǎo)致當(dāng)前微課形式大于內(nèi)涵的問題十分突出。隨著微課在學(xué)校教學(xué)中的實踐和應(yīng)用,微課設(shè)計質(zhì)量和應(yīng)用有效性成為了教學(xué)者關(guān)注的重點。本研究以理解性教學(xué)為理論基礎(chǔ),將促進學(xué)習(xí)者理解融合到整個微課設(shè)計的內(nèi)容組織和活動設(shè)計當(dāng)中,同時以問題為導(dǎo)向設(shè)計微課,提出了微課的內(nèi)容要選取教學(xué)中的核心問題或關(guān)鍵技能;微課的設(shè)計應(yīng)堅持引入問題啟發(fā)理解;分析問題引領(lǐng)理解;解決問題支持理解;總結(jié)反饋表征理解的教學(xué)設(shè)計策略。微課的實施應(yīng)圍繞問題設(shè)計活動,促進理解開展評價;并結(jié)合具體的課程《現(xiàn)代教育技術(shù)》中多媒體課件設(shè)計與開發(fā)主題進行應(yīng)用,分析其應(yīng)用效果。主要研究方法有文獻(xiàn)分析法、問卷調(diào)查法、準(zhǔn)實驗研究法,本論文的研究內(nèi)容主要涉及三個方面,首先對現(xiàn)有的微課設(shè)計和應(yīng)用方面的論文進行文獻(xiàn)梳理,整理出當(dāng)前微課設(shè)計的優(yōu)勢和不足。其次,以理解為中心,整合當(dāng)前微課設(shè)計的優(yōu)勢部分,同時結(jié)合問題導(dǎo)向的學(xué)習(xí)理念設(shè)計和開發(fā)理解取向的微課。最后,選取多媒體課件設(shè)計與開發(fā)主題對理解取向微課進行應(yīng)用,依據(jù)效果總結(jié)和反思,并對理解取向微課設(shè)計過程進行優(yōu)化,為微課設(shè)計者提供新的設(shè)計視角,同時也為后續(xù)研究提供參考。
[Abstract]:In recent years, along with the media technology change rapidly, happened to turn the world upside down the change of teaching methods, mass digitization and visualization of learning resources constantly emerging, resource fragmentation and micro learning become the development direction of the learning society. The micro class as an important learning resource fragmentation has attracted much attention, and many teachers the researchers also are involved in the design of micro course, research development and application. In China, the proposed micro class is to facilitate teachers' teaching courseware contest and competitions contest. The record of the traditional competition teaching courseware is generally 40 minutes or so, the courseware lasted longer, assessment is difficult, the high cost of participation small game courseware application rate is low. Because of its short micro, small, fine, the characteristics, to meet the entry form and content of micro courseware design exquisite demands. But for many people. It should be micro class, what around the micro class nature of these problems is not clear, leading to the current micro class form than content problem is very prominent. With the practice and application of the micro lesson in the school teaching, micro class design quality and effectiveness of teaching has become the focus of attention. In this study, understand teaching as the theoretical basis, will promote the learners to understand the content of fusion to the organization and activities of the whole design of micro class design, and problem oriented design of micro course, put forward the content of micro lesson to select core problems in teaching or key skills; micro lesson design should adhere to the introduction of heuristic understanding; analysis the question leading understanding; problem solving support understanding; feedback teaching design strategy. The implementation of micro structures to understand course should focus on the problem of design activities, promote the understanding to carry out evaluation; and combined with the modern education curriculum. Multimedia courseware design and development technology in the application of the theme ", the effect was analyzed. The main research methods are literature analysis method, questionnaire survey method, experimental research method, the research contents of this thesis mainly involves three aspects: the first is to review the literature on the micro course design and application of the existing, sorting out the current micro class design advantages and disadvantages. Secondly, in order to understand as the center, part of the integration of the advantages of micro lecture design, combined with problem-based learning concept design and development orientation of understanding micro lesson. Finally, select the multimedia courseware design and development of the theme of understanding orientation micro class application, on the basis of the effect of summary and reflection and to understand the orientation of micro class design process optimization design, provide a new perspective for the micro class designers, but also provide a reference for future research.

【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 趙呈領(lǐng);梁云真;阮玉嬌;;富媒體環(huán)境下職業(yè)院校課堂教學(xué)行為及特征研究[J];中國電化教育;2016年02期

2 韓后;王冬青;曹暢;;1:1數(shù)字化環(huán)境下課堂教學(xué)互動行為的分析研究[J];電化教育研究;2015年05期

3 尹合棟;;微課程的設(shè)計、開發(fā)與評價[J];現(xiàn)代教育技術(shù);2015年01期

4 孟祥增;劉瑞梅;王廣新;;微課設(shè)計與制作的理論與實踐[J];遠(yuǎn)程教育雜志;2014年06期

5 羅天蘭;王忠華;;微課的研究現(xiàn)狀及其發(fā)展趨勢綜述[J];軟件導(dǎo)刊(教育技術(shù));2014年07期

6 郭紹青;楊濱;;高校微課“趨同進化”教學(xué)設(shè)計促進翻轉(zhuǎn)課堂教學(xué)策略研究[J];中國電化教育;2014年04期

7 胡鐵生;;微課的內(nèi)涵理解與教學(xué)設(shè)計方法[J];廣東教育(綜合版);2014年04期

8 李明宇;劉柏霞;;基于職業(yè)技能大賽視角的高職人才培養(yǎng)模式構(gòu)建[J];教育與職業(yè);2014年08期

9 余勝泉;陳敏;;基于學(xué)習(xí)元平臺的微課設(shè)計[J];開放教育研究;2014年01期

10 張一春;;微課建設(shè)研究與思考[J];中國教育網(wǎng)絡(luò);2013年10期

相關(guān)碩士學(xué)位論文 前2條

1 鄧U，

本文編號：1677556