本文選題：微課 + PPT　； 參考：《廣西師范學院》2017年碩士論文

【摘要】：在信息技術飛速發(fā)展的時代背景下,各式各樣的新型教育教學模式不斷涌現(xiàn),如翻轉(zhuǎn)課堂、微課、慕課、視頻公開課等,網(wǎng)絡成為了新時代的教育學習平臺之一。這些線上教育的改革和創(chuàng)新,使傳統(tǒng)的課堂教學面臨著巨大的挑戰(zhàn)。微課的出現(xiàn)打破了高等教育原有的精英模式,它在互聯(lián)網(wǎng)的幫助下創(chuàng)造性的誕生出了一個在世界范圍內(nèi)每個人都能夠自由加入的課堂,建立了一個立身于信息時代的開放的、共享的、多元化的大課堂。微課不僅可用于在線教學、混合式教學、遠程教學等,也為學生提供了自主學習的資源,讓學生隨時隨地進行知識鞏固學習。目前,微課因其具有目標明確、針對性強和教學時間短等特點,在教育教學中得到了廣泛的應用。在國家的大力支持下,廣大一線教師紛紛開始熱情參與微課制作。但實踐中依然存在兩大問題,一是微課制作方法眾多,且大多復雜繁瑣、制作時間長;二是微課表現(xiàn)形式多樣,教師無法明確哪種表現(xiàn)形式更好更佳。這造成廣大一線教師無所適從,在日常教學活動中不能快速、輕松、方便地將自己的教學設計轉(zhuǎn)變成微課。在這樣的背景下,筆者對目前常見的微課制作方法開始了探索研究。首先,通過文獻分析國內(nèi)外微課研究現(xiàn)狀;其次,對當前常見微課制作方法、微課中的視頻表現(xiàn)形式進行了梳理與優(yōu)缺點分析;再次,秉承“大道至簡、技術致用”的理念,借鑒快速課件思路,改進北京大學李曉明等提出的簡易方法,使用技術移植和技術融合方法,在實踐的基礎上提出一種簡單實用的基于PPT分鏡頭稿本的微課制作方法。該新方法旨在實現(xiàn)為廣大的一線教師提供一種簡單明了的微課制作方法,同時能夠達到一定的影視效果,進而幫助教師們能夠快速地制作出高質(zhì)量的微課,并在符號學層面闡釋微課的表現(xiàn)形式及其教學含義,為一線教師提供簡單易用技術方案支持和理論指導,使之能夠快速高效地將自己的日常教案轉(zhuǎn)化成微課。論文的主要內(nèi)容:第一章引言部分,通過文獻分析國內(nèi)外微課研究現(xiàn)狀;闡述研究背景、研究的目,以及研究主要內(nèi)容與方法。第二章,概要介紹理論與技術基礎,理論基礎如影視美學、可視化等;技術基礎如多媒體技術、微課制作相關軟件等。第三章,對當前常見微課制作方法、微課中的視頻表現(xiàn)形式進行了梳理與優(yōu)缺點分析。第四章,秉承“大道至簡、技術致用”的理念,借鑒快速課件思路,改進北京大學李曉明等提出的簡易方法,使用技術移植和技術融合方法,在實踐的基礎上提出一種簡單實用的基于PPT分鏡頭稿本的微課制作方法。介紹了基于PPT分鏡頭稿本的微課制作方法的制作流程:①課程設計,②PPT課件制作,③PPT分鏡頭腳本制作,④錄制視頻,⑤視頻編輯,⑥輸出成品。此外,利用訪談和問卷調(diào)查對該方法進行效果檢驗。第五章,總結與展望。
[Abstract]:Under the background of the rapid development of information technology, a variety of new educational and teaching models are emerging, such as flipping class, micro class, admiration class, video open class and so on. The network has become one of the educational learning platforms in the new era. These online education reform and innovation, traditional classroom teaching is facing a huge challenge. The emergence of microcourses broke the original elite mode of higher education. With the help of the Internet, it gave birth to a classroom that everyone in the world could freely join, and established an open one that was built up in the information age. Shared, diversified class. Microcourses can not only be used in online teaching, hybrid teaching, distance learning, but also provide students with independent learning resources, so that students can consolidate their knowledge anytime and anywhere. At present, microcourse has been widely used in education and teaching because of its clear goal, strong pertinence and short teaching time. With the strong support of the country, teachers began to participate in micro-class production enthusiastically. However, there are still two major problems in practice, one is that there are many methods of micro-lesson making, and most of them are complicated and tedious, and the other is that micro-lesson has various forms of expression, so teachers can not know which form is better and better. As a result, the teachers can not quickly, easily and conveniently turn their teaching design into micro-lessons. In this context, the author began to explore the current common methods of micro-class. First of all, through the literature analysis of the status quo of micro-course research at home and abroad; secondly, to the current common micro-lesson production methods, micro-lesson video form of performance and analysis of advantages and disadvantages; thirdly, adhering to the "Road to simplicity, technology to use" concept, Using the idea of fast courseware for reference, this paper improves the simple method proposed by Li Xiaoming et al of Peking University, and puts forward a simple and practical method of making micro-lesson based on PPT sub-lens manuscript based on the method of technology transplantation and technology fusion. The aim of the new method is to provide a simple and clear method for teachers to make micro-lessons, and to achieve a certain film and television effect, so that teachers can quickly produce high-quality micro-lessons. At the level of semiotics, it explains the manifestation and teaching meaning of micro-lesson, and provides the support and theoretical guidance of simple and easy-to-use technical scheme for teachers, so that they can quickly and efficiently transform their daily teaching plan into micro-lesson. The main contents of this paper are as follows: in the first chapter, the author analyzes the current situation of microcourse research at home and abroad through literature analysis, expounds the research background, the purpose of the research, and the main contents and methods of the research. The second chapter introduces the theoretical and technical basis, such as film and television aesthetics, visualization and so on, and the technical basis such as multimedia technology, microcourse making related software and so on. In the third chapter, the author analyzes the common methods of making micro-lesson and the video representation in micro-class. The fourth chapter, adhering to the concept of "main road to simplicity, technology to use", learn from the ideas of rapid courseware, improve the Peking University Li Xiaoming et al proposed a simple method, the use of technology transplantation and technology fusion method, On the basis of practice, a simple and practical method of making micro class based on PPT is presented. This paper introduces the process of making microcourse based on PPT shot manuscript. The design of 2 PPT Courseware is designed and the 3PPT script is used to produce video recording video and video editing. In addition, interviews and questionnaires were used to test the effectiveness of the method. Chapter five, summary and prospect.
【學位授予單位】：廣西師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G436

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