本文選題：PowerPoint + 生物��； 參考：《山東師范大學》2017年碩士論文

【摘要】：當代社會,信息技術發(fā)展迅猛,現(xiàn)已滲透到了社會中的各個層面。教育——作為社會的重要組成部分,也與信息技術進行了有機的結合。信息技術的應用給教育的各個方面都帶來了巨大的變化,如今,它正促使著人們轉變教育測量與評價的方法。就目前而言,我國大多數(shù)的學校都以傳統(tǒng)紙筆測驗的方法對學生進行教育測量與評價。傳統(tǒng)紙筆測驗存在的最大問題就是學生在完成試題后無法及時得到反饋,而將信息技術與教育教學有機整合的交互型自我測驗則能夠有效的解決這一問題。利用相關信息技術,在編制試題的時候可以通過設置彈出式窗口來極大的增強其交互性,可以通過插入圖片、視頻等來增加試題的直觀性、趣味性,充分地調(diào)動學生的學習熱情和學習積極性。本文一共分為六部分。第一部分,研究者對該課題的研究背景、當前國內(nèi)外現(xiàn)狀以及研究的目的及意義等進行了闡述。第二部分,研究者對論文中的核心概念進行了界定,闡述了相關理論基礎,并對PowerPoint軟件中ActiveX控件進行了簡單的介紹。在第三部分中,研究者選取了人教版高中生物必修一的第二章,編制了一份交互型高中生物自我測驗,并詳細介紹了制作方法。第四部分,由學生完成該交互型自我測驗后,研究者發(fā)放了調(diào)查問卷以詢問他們的看法及建議,并對調(diào)查結果進行了回收和分析。針對于生物教師,研究者對他們進行了訪談,了解并收集了他們對交互型自我測驗的看法和建議。第五部分,筆者綜合以上內(nèi)容,對基于PowerPoint制作的交互型自我測驗的使用進行了總結,并得出最后結論。最后,研究者對該研究進行整體的總結,并提出在過程中的發(fā)現(xiàn)的不足,以及對未來該研究領域的展望。本文中,研究者以人教版高中生物必修一中的第二章為例,基于PowerPoint制作了交互型自我測驗,旨在分析其作為一種新型教育測量與評價方式在生物教學中的可行性,并重點調(diào)查教師和學生對交互型自我測驗的看法和建議。通過問卷調(diào)查以及訪談,絕大多數(shù)學生都認為基于PowerPoint的交互型自我測驗是一種有價值的新型教育測量與評價方式,通過控件的設置,學生在選擇答案后立刻會得到反饋,使學生能夠及時查缺補漏,發(fā)現(xiàn)自身的問題,及時鞏固知識、掌握學習狀況。研究者認為交互型自我測驗在高中生物教學中的應用有其明顯的優(yōu)勢,本研究會對中學生物教師利用交互型自我測驗進行教育測量與評價提供一定的參考和借鑒。
[Abstract]:In contemporary society, information technology has developed rapidly and has penetrated into all levels of society. Education-as an important part of society, it is also an organic combination with information technology. The application of information technology has brought great changes to all aspects of education. Nowadays, it is prompting people to change the methods of educational measurement and evaluation. At present, most schools in our country measure and evaluate students' education by traditional paper and pen test. The biggest problem of the traditional paper and pen test is that students can not get feedback in time after completing the test, and the interactive self-test which integrates information technology with education and teaching can effectively solve this problem. By using relevant information technology, we can greatly enhance the interaction by setting up pop-up windows when compiling the test questions, and can increase the intuitive and interesting nature of the test questions by inserting pictures, videos, etc. Fully mobilize students' enthusiasm and enthusiasm for learning. This paper is divided into six parts. In the first part, the research background, current domestic and international situation, purpose and significance of the research are described. In the second part, the researchers define the core concepts of the paper, explain the relevant theoretical basis, and simply introduce the ActiveX control in PowerPoint software. In the third part, the researcher selects the second chapter of the compulsory biology course in senior high school, compiles an interactive biology self-test in senior high school, and introduces the production method in detail. In the fourth part, after the students completed the interactive self-test, the researchers sent out questionnaires to ask their views and suggestions, and the results were collected and analyzed. The researchers interviewed biology teachers and collected their views and suggestions on interactive self-test. In the fifth part, the author summarizes the use of interactive self-test based on PowerPoint and draws the final conclusion. Finally, the researcher summarizes the whole research, and points out the shortcomings in the process and the prospect of the future research field. In this paper, the author takes the second chapter of the required biology course in the senior high school as an example and makes interactive self-test based on PowerPoint. The purpose of this paper is to analyze the feasibility of the interactive self-test in biology teaching as a new type of educational measurement and evaluation method. Meanwhile, teachers and students' opinions and suggestions on interactive self-test were investigated. Through questionnaires and interviews, the vast majority of students think that interactive self-test based on PowerPoint is a valuable new type of educational measurement and evaluation. Through the setting of controls, students will get feedback immediately after choosing the answer. So that students can timely check gaps, find their own problems, timely consolidation of knowledge, grasp the status of learning. The researchers believe that the application of interactive self-test in high school biology teaching has its obvious advantages, this study will provide a certain reference and reference for middle school biology teachers to use interactive self-test for educational measurement and evaluation.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.91

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