本文選題：微課 + 動畫型微課　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：21世紀,互聯(lián)網(wǎng)和多媒體技術(shù)的迅猛發(fā)展,方便快捷的移動設(shè)備廣泛普及。與此同時,現(xiàn)代社會人們對學(xué)習(xí)方式的多元化需求不斷增加。怎樣方便快捷的學(xué)習(xí)知識成為學(xué)習(xí)的主要問題。以高科技產(chǎn)品為傳播媒介、能滿足任何人隨時隨地學(xué)習(xí)的微課,便應(yīng)運而生。微課不僅作為一種新的學(xué)習(xí)方式從國外到國內(nèi)飛速發(fā)展起來,而且也成為教育教學(xué)中一種新的教學(xué)藝術(shù),給教育教學(xué)帶來巨大的變革,相比傳統(tǒng)的教學(xué)方式,微課具有無可比擬的優(yōu)勢,如時間短,內(nèi)容小,講解精等優(yōu)勢。微課作為一種新興的教學(xué)方式,它的特點是短、小、精,具體來講就是體積小、時間短、選題微,微課在各類教學(xué)活動中相繼出現(xiàn)。盡管微課的出現(xiàn)對教育教學(xué)的革新是翻天覆地的,但是同時也給教學(xué)提出了巨大挑戰(zhàn)。微課的核心是微視頻,而微課的質(zhì)量在于微視頻的設(shè)計與制作。怎樣制作一個好的微課成為現(xiàn)代一線教師的當(dāng)務(wù)之急。目前并沒有明確統(tǒng)一的微課設(shè)計與制作的標準,對于一線教師來說,制作一堂微課并不難,然而,這種低制作的微課已然滿足不了學(xué)習(xí)者的需求。因此,設(shè)計和制作讓學(xué)習(xí)者感興趣的微課顯得尤為重要。對于已有微課設(shè)計與制作方法,如拍攝型微課、錄屏型微課、PPT演示型微課都有了成熟的制作技巧。對于動畫型微課的設(shè)計與制作卻無人問津,動畫型微課集教育與娛樂于一體,是微課和動畫有機的結(jié)合,對學(xué)生具有很大的吸引力,利用動畫型微課進行教學(xué),將大大提高學(xué)生的學(xué)習(xí)興趣。但是,動畫型微課的設(shè)計與制作并不是每一位一線教師可以做的,而且目前并沒有系統(tǒng)的理論和實踐來介紹動畫型微課的設(shè)計與制作方法。本文研究的目的就是為一線教師提供系統(tǒng)的動畫型微課設(shè)計與制作的理論方法,通過不同動畫型微課設(shè)計與制作案例,總結(jié)經(jīng)驗,為動畫型微課的設(shè)計制作提供理論和實踐基礎(chǔ)。本文以建構(gòu)主義理論、認知主義理論、人本主義學(xué)習(xí)理論等理論作為指導(dǎo),主要采用文獻研究法、案例分析法、調(diào)查研究法等研究方法,在充分了解動畫型微課的類型和特點以及教學(xué)設(shè)計原則的基礎(chǔ)上,對動畫型微課的設(shè)計和制作進行了比較系統(tǒng)的研究。本文主要研究內(nèi)容是,通過對微課的類型和特點分析,總結(jié)動畫型微課的類型和特點。對動畫型微課進行教學(xué)設(shè)計、場景設(shè)計、角色設(shè)計和結(jié)構(gòu)設(shè)計。通過設(shè)計與制作三個不同題材的動畫型微課案例,總結(jié)設(shè)計與制作經(jīng)驗。將開發(fā)的動畫型微課案例應(yīng)用到教學(xué)和網(wǎng)絡(luò)平臺中去,分析應(yīng)用效果。
[Abstract]:In the 21 st century, with the rapid development of Internet and multimedia technology, convenient and fast mobile devices are widely used. At the same time, the demand for diversity of learning styles is increasing in modern society. How to learn knowledge conveniently and quickly becomes the main problem of learning. Using high-tech products as the medium of communication, micro-lessons that anyone can learn anytime, anywhere, come into being. As a new way of learning, microcourse has not only developed rapidly from abroad to China, but also has become a new teaching art in education and teaching, which has brought great changes to education and teaching, compared with the traditional teaching methods. Micro-class has unparalleled advantages, such as short time, small content, explanation and other advantages. As a new teaching method, microcourse is short, small and fine. Specifically, it is small in volume, short in time, and micro-selected, and it appears in all kinds of teaching activities one after another. Although the emergence of micro-class has greatly changed the innovation of education and teaching, it has also posed a great challenge to teaching. The core of micro-lesson is micro-video, and the quality of micro-lesson lies in the design and manufacture of micro-video. How to make a good micro-lesson becomes a top priority for modern teachers. At present, there is no clear and uniform standards for the design and manufacture of microcourses. For first-line teachers, it is not difficult to make a micro-lesson. However, this kind of low-production micro-lesson can not meet the needs of learners. Therefore, it is particularly important to design and produce microcourses that interest learners. For the existing microcourse design and fabrication methods, such as shooting microcourse, recording microcourse PPT demo microcourse has a mature production skills. For the design and production of animation micro-class, but nobody cares about it, animation micro-course integrates education and entertainment, it is an organic combination of micro-class and animation, which has great attraction to students. It will greatly increase the students' interest in learning. However, not every teacher can do the design and manufacture of the animation microcourse, and there is no systematic theory and practice to introduce the design and manufacture method of the animation microcourse. The purpose of this study is to provide theoretical methods of systematic design and manufacture of animation microcourses for teachers, and to sum up the experience through different design and production cases of animation microcourses. It provides a theoretical and practical basis for the design and manufacture of animation microcourse. Guided by the theories of constructivism, cognitivism and humanism, this paper mainly adopts the methods of literature research, case analysis, investigation and research, etc. On the basis of fully understanding the types and characteristics of animation microcourses and the principles of teaching design, this paper makes a systematic study on the design and manufacture of animation microcourses. The main content of this paper is to summarize the types and characteristics of animation microcourses by analyzing their types and characteristics. The teaching design, scene design, role design and structure design of animation microcourse are carried out. Through the design and production of three different subjects of animation microcourse cases, summed up the design and production experience. The case of animation microcourse is applied to the teaching and network platform, and the application effect is analyzed.
【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

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