發(fā)布時間：2018-06-15 09:34

  本文選題：系列化微課程 + 小學(xué)英語��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：信息化技術(shù)的發(fā)展推動了傳統(tǒng)教育模式的改變,微課早在國外起源被應(yīng)用于教學(xué)領(lǐng)域。微課短小精悍的特點(diǎn)正符合了當(dāng)今時代快節(jié)奏的高壓生活,它能很好的利用碎片化時間滿足人們?nèi)粘χR的學(xué)習(xí)以及配合教師課堂教學(xué)。我國的微課研究起步較晚,現(xiàn)在仍處在探索階段,微課的開發(fā)制作也沒有形成統(tǒng)一的標(biāo)準(zhǔn),因而微課的質(zhì)量也參差不齊,國內(nèi)舉辦的微課大賽中的優(yōu)秀微課作品也是各位教師自己制作開發(fā)的成果,筆者研究發(fā)現(xiàn),目前很少有專題化、系列化的微課程。單節(jié)的微課知識點(diǎn)單一,無法形成系統(tǒng)化的知識結(jié)構(gòu),因而難以滿足學(xué)生完整的知識學(xué)習(xí),因此專題化、系列化微課程是以后研究的重點(diǎn),系列化微課程不僅能夠滿足學(xué)生對知識的系統(tǒng)掌握,而且還可以使教師在課堂教學(xué)過程中配套教材知識運(yùn)用系列化微課程講課,避免只有單節(jié)微課的使用,為學(xué)生帶來新的學(xué)習(xí)體驗。通過文獻(xiàn)資料分析研究,系列化微課程正處于初步發(fā)展時期,極少有系列化微課程的研究資料,在有關(guān)專家提到微課的發(fā)展趨勢和展望中有提出過,因此與學(xué)科結(jié)合的研究就少之甚少,筆者認(rèn)為,結(jié)合學(xué)科教學(xué)的系列化微課程研究可以根據(jù)學(xué)科課程標(biāo)準(zhǔn)要求,配套教材知識點(diǎn),將專題性的知識解分為單一知識點(diǎn),設(shè)計成微課群,從而組成系列化微課程。筆者結(jié)合小學(xué)英語教材,根據(jù)義務(wù)教育小學(xué)英語課程標(biāo)準(zhǔn)要求,按照教材知識設(shè)置,依據(jù)掌握學(xué)習(xí)理論,注意分析小學(xué)生身心發(fā)展特點(diǎn),研究設(shè)計系列化小學(xué)英語微課程,并以三年級上冊系列化微課程為例進(jìn)行方案分析研究,制作出系列化微課程的模板,為以后系列化微課程的發(fā)展研究貢獻(xiàn)一份力量。
[Abstract]:The development of information technology has promoted the change of traditional education mode. The short and tough characteristics of the micro-class is in line with the high-pressure life of the times, it can make good use of fragmented time to meet the daily knowledge learning and teachers' classroom teaching. The research of micro-lesson in our country started relatively late, and it is still in the stage of exploration. The development and manufacture of micro-lesson has not formed a unified standard, so the quality of micro-lesson is not uniform. The outstanding micro-course works in the domestic micro-course contest are also the achievements of the teachers themselves. The author found that there are few monographically and serialized microcourses at present. The single microcourse has a single knowledge point and cannot form a systematic knowledge structure, so it is difficult to meet the needs of students' complete knowledge learning. The series of microcourses can not only satisfy the students' systematic mastery of knowledge, but also enable teachers to use the series of microcourses in the course of classroom teaching, thus avoiding the use of only one microcourse. Bring new learning experience to students. Through the analysis of the literature, the series microcourses are in the initial stage of development, and few of them have the research materials of the series microcourses, which have been put forward in the development trend and prospect of the microcourses mentioned by the experts concerned. Therefore, the research on the combination of subject and subject is very few. The author thinks that the research of serial microcurriculum in combination with subject teaching can be divided into a single knowledge point according to the requirements of subject course standard, supporting the knowledge points of teaching materials, and the specific knowledge solution can be divided into a single knowledge point. Design a group of microcourses to form a series of microcourses. Combined with primary school English teaching materials, according to the requirements of compulsory education primary school English curriculum standards, according to the knowledge of teaching materials, according to master the learning theory, pay attention to the analysis of the characteristics of primary school students' physical and mental development, research and design a series of primary school English micro-curriculum. Taking the series of microcourses in the third grade as an example, the program analysis and research are carried out, and the template of the serialized microcourses is made, which will contribute to the development and research of the series microcourses in the future.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G623.31

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本文編號：2021564