本文選題：微課 + “分類(lèi)和類(lèi)別”的知識(shí)��； 參考：《沈陽(yáng)師范大學(xué)》2017年碩士論文

【摘要】：當(dāng)前,微課已經(jīng)成為數(shù)字化資源建設(shè)的研究熱點(diǎn)之一。微課的設(shè)計(jì)與開(kāi)發(fā)也具備了比較扎實(shí)的理論基礎(chǔ)和開(kāi)發(fā)流程,可為一般的微課制作提供指導(dǎo)。雖然如此,微課制作亦有尚需深入探討的問(wèn)題,比如微課設(shè)計(jì)往往很少考慮知識(shí)類(lèi)型差異對(duì)微課設(shè)計(jì)的影響。實(shí)際上,這是微課設(shè)計(jì)精細(xì)化應(yīng)該關(guān)注的問(wèn)題,并且,不同類(lèi)型的知識(shí)的講解過(guò)程,從教學(xué)設(shè)計(jì)的角度講,差異明顯。因此,有必要從知識(shí)分類(lèi)角度,關(guān)注某一類(lèi)別知識(shí)的微課教學(xué)設(shè)計(jì)方案。本研究以“分類(lèi)和類(lèi)別”的知識(shí)的微課為研究對(duì)象。首先通過(guò)文獻(xiàn)研讀,了解關(guān)于此類(lèi)知識(shí)的微課設(shè)計(jì)與開(kāi)發(fā)情況。其次,分析其教學(xué)特性,確定這類(lèi)知識(shí)需要達(dá)到的教學(xué)目標(biāo)。再次,在相關(guān)理論的指導(dǎo)下,完成關(guān)于“分類(lèi)和類(lèi)別”知識(shí)呈現(xiàn)過(guò)程中所采用的一般組織形式,并對(duì)其進(jìn)行分析,總結(jié)在微課開(kāi)發(fā)過(guò)程中,知識(shí)的呈現(xiàn)策略,并對(duì)每一種策略的使用進(jìn)行說(shuō)明,為微課的設(shè)計(jì)與開(kāi)發(fā)打下基礎(chǔ)。然后,根據(jù)教學(xué)設(shè)計(jì)的一般流程,參照微課的內(nèi)容組織與呈現(xiàn)策略,完成微課的教學(xué)設(shè)計(jì)方案。最后,選擇合適的微課開(kāi)發(fā)工具,以《教育技術(shù)哲學(xué)》中的“分類(lèi)和類(lèi)別”的知識(shí)為例,完成微課的開(kāi)發(fā),驗(yàn)證微課設(shè)計(jì)方案的可行性。通過(guò)研究,我們借助概念圖和層級(jí)語(yǔ)義網(wǎng)絡(luò)完成“分類(lèi)和類(lèi)別”的知識(shí)的內(nèi)容組織;在知識(shí)呈現(xiàn)方案的指導(dǎo)下,應(yīng)用組圖列舉法、屬性表法和例證分析法等內(nèi)容呈現(xiàn)策略完成微課中知識(shí)的教學(xué)過(guò)程,并通過(guò)實(shí)例的開(kāi)發(fā)過(guò)程,驗(yàn)證了知識(shí)呈現(xiàn)方案的可行性及內(nèi)容組織和呈現(xiàn)策略的可行性。
[Abstract]:At present, micro class has become one of the hotspots in the research of digital resources construction. The design and development of micro courses also have a relatively solid theoretical basis and development process, which can provide guidance for the general micro course production. However, the micro lesson making also has some problems to be discussed deeply, such as the design of micro lessons often seldom consider the poor type of knowledge. In fact, this is a problem that should be paid attention to in the refinement of the design of micro courses, and the process of different types of knowledge is distinct from the point of view of teaching design. Therefore, it is necessary to pay attention to the design of a class of micro courses from the perspective of knowledge classification. This study is based on "classification and category". The micro class of knowledge is the research object. First, through the literature study, we understand the design and development of the micro course about this kind of knowledge. Secondly, analyze its teaching characteristics and determine the teaching objectives that the knowledge needs to reach. Again, under the guidance of relevant theories, the general organization used in the process of "classification and category" knowledge presentation is completed. Form, and analyze it, summarize the strategy of knowledge presentation in the course of micro course development, and explain the use of each strategy, and lay the foundation for the design and development of the micro course. Then, according to the general process of teaching design, according to the content organization and present strategy of the micro course, the teaching design scheme of the micro course is completed. Finally, choose the combination of the choice. A suitable microcourse development tool, taking the knowledge of "classification and category" in "philosophy of education technology" as an example, completes the development of microcourses and verifies the feasibility of the design of microcourses. Through the study, we use concept maps and hierarchical semantic networks to complete the internal organization of the "classification and category" knowledge; under the guidance of the knowledge presentation scheme, the application is applied. The teaching process of knowledge in the micro class is completed by the enumeration method, the attribute table method and the example analysis method, and the feasibility of the knowledge presentation scheme and the feasibility of the content organization and presentation strategy are verified through the development process of the example.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

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