本文選題：混合學習 + 微課�。� 參考：《廣州體育學院》2017年碩士論文

【摘要】：隨著個性化網(wǎng)絡學習蓬勃發(fā)展,移動學習熱度勢不可擋,混合學習作為一種在線學習與面對面課堂學習有機結合的學習方式越來越被大眾所接受與推廣。微課則以一種數(shù)字化學習資源的形式存在,由于其渠道的多元化而受到關注。目前,拉丁舞培訓機構與日俱增,既有優(yōu)勢也有弊端。設施的不完善和落后的教學方式制約著它的發(fā)展。本文旨在分析微課與拉丁舞教學的基本情況,以揭示微課設計與應用之間的關系,在基于混合學習理論下加強微課教學與少兒拉丁舞教學間的對話。本研究以混合學習與微課為出發(fā)點,縱觀國內(nèi)外的發(fā)展情況,結合少兒拉丁舞的教學特點,設計微課視頻教學的實驗內(nèi)容、方法及研究程序。以文獻資料法、問卷調(diào)查法、教學實驗法、邏輯分析法、數(shù)理統(tǒng)計法等方法,以廣州浩之銘藝術培訓學校兩個新生班學生為實驗對象,以少兒拉丁舞教學中的一般網(wǎng)絡視頻教學和微課視頻教學做對比,多角度進行分析。得出如下主要結論:(1)教師提前安排和系統(tǒng)的規(guī)劃教學內(nèi)容并進行微課程的教學視頻制作,以此對教學進行完整的設計,實現(xiàn)面對面教學和網(wǎng)絡視頻教學的有機結合。(2)拉丁舞微課視頻制作中通過引入少兒動作展示,以及配備的卡通圖片情境,多顏色文字,聲音等使視頻更加生動形象,深受學習者喜愛的同時更加激發(fā)了學習者的學習興趣。(3)拉丁舞微課教學建設水平不高,絕大多數(shù)的教師無法獨立的制作微課視頻。同時,缺乏有效的評價機制,局限了微課在少兒拉丁舞教學中的運用。(4)拉丁舞微課視頻教學與一般網(wǎng)絡視頻教學相比,相對于冗長的一般網(wǎng)絡視頻教學學習者更加青睞于精簡且具有針對性的微課視頻教學。(5)微課的設計與應用能有效地激發(fā)了學生學習拉丁舞的積極性和興趣。與此同時,通過微課學習培養(yǎng)了學生思考與實踐的能力,提升學生的學習參與感,從而更大幅度的提高少兒拉丁舞教學質(zhì)量與教學效果。
[Abstract]:With the rapid development of personalized network learning and the irresistible heat of mobile learning, mixed learning, as an organic combination of online learning and face-to-face classroom learning, is increasingly accepted and popularized by the masses. Micro classes are in the form of a digital learning resource and are concerned about the diversification of their channels. The development of Latin dance training institutions is increasing, with both advantages and disadvantages. The imperfect and backward teaching methods restrict its development. This paper aims to analyze the basic situation of the teaching of micro and Latin dance, in order to reveal the relationship between the design and application of the micro class, and to strengthen the teaching of micro class and the Latin dance teaching of children under the theory of mixed learning. In this study, this study takes mixed learning and micro lessons as the starting point, looks at the development at home and abroad, and combines the teaching characteristics of children's Latin dance, designs the experimental contents, methods and research procedures of the micro lesson video teaching, with the methods of literature, questionnaire, teaching experiment, logic analysis, mathematical statistics and so on, in the case of Guangzhou Hao The two freshmen of Ming art training school are the experimental subjects, and the comparison of the general network video teaching and micro video teaching in children's Latin dance teaching is compared and analyzed in many angles. The following main conclusions are drawn as follows: (1) teachers' advance arrangement and systematic planning of teaching content and teaching video production of micro courses are made to teach Complete design, realizing the organic combination of face-to-face teaching and network video teaching. (2) in the video production of Latin dance micro courses, the video is more vivid by introducing children's action display, as well as cartoon picture situations, multi color characters, sound and so on, which are deeply loved by the learners and arouse the learning interest of the learners. 3) the teaching construction level of Latin dance micro lesson is not high, the overwhelming majority of teachers are unable to produce micro class video independently. At the same time, the lack of effective evaluation mechanism, limited the application of micro class in the teaching of children Latin dance. (4) compared with the general network video teaching, the video teaching of the Latin dance micro lesson is compared with the general network video teaching, and it is relative to the lengthy general network video teaching learners. (5) the design and application of micro lessons can effectively stimulate students' enthusiasm and interest in learning Latin dance. At the same time, the students' ability to think and practice is trained by the micro course, and the students' learning participation is promoted and the Latin dance teaching of children is greatly improved. The quality of learning and the effect of teaching.
【學位授予單位】：廣州體育學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;J722.8-4

【參考文獻】

相關期刊論文 前10條

1 汪濤;張秋東;李惠青;蔣杉杉;;新型混合學習模式下微信公眾平臺學習資源設計[J];現(xiàn)代遠程教育研究;2016年05期

2 姚威;肖安慶;李通風;;微課在教學中的應用:問題與出路[J];中國現(xiàn)代教育裝備;2015年14期

3 徐梅丹;蘭國帥;張一春;孟召坤;張杭;;構建基于微信公眾平臺的混合學習模式[J];中國遠程教育;2015年04期

4 李文旭;;談少兒拉丁舞教學存在問題及對策[J];赤峰學院學報(自然科學版);2014年14期

5 馮思W，

本文編號：2023203