【摘要】：在網(wǎng)絡(luò)技術(shù)環(huán)境飛速發(fā)展的大背景下,微課作為一種新型的教育資源和學(xué)習(xí)方式也迅速的流行起來,成為學(xué)習(xí)者自主學(xué)習(xí)的一種重要途徑。雖然現(xiàn)階段制作和使用的微課數(shù)量越來越多,但這其中也存在著大量的問題,特別是內(nèi)容演示型微課的視覺傳達(dá)設(shè)計這一方面,并沒有得到足夠的重視。事實上這些視覺設(shè)計方面的問題對于教學(xué)效果的影響是不容小覷的。為了使微課的教學(xué)內(nèi)容在科學(xué)規(guī)范的基礎(chǔ)上還能夠在短時間內(nèi)滿足學(xué)習(xí)者的視覺心理需求,提高學(xué)習(xí)者獲取知識的速度與效率,非常有必要在制作微課時將視覺傳達(dá)的設(shè)計理論、設(shè)計要素運(yùn)用、結(jié)合到設(shè)計過程中,從而制作出綜合水平較高的微課。本論文通過對教育學(xué)、設(shè)計心理學(xué)、視聽心理學(xué)、視覺傳達(dá)設(shè)計等多種學(xué)科的相關(guān)理論及已有研究成果分析的基礎(chǔ)上,梳理出《視覺傳達(dá)要素評價量規(guī)表》,綜合運(yùn)用文獻(xiàn)研究、內(nèi)容分析、案例分析等方法,并選取近三年全國微課大賽中的部分獲獎作品進(jìn)行抽樣分析評定,剖析當(dāng)前微課視覺設(shè)計中的不足,結(jié)合具體、典型的內(nèi)容演示型微課案例提出微課視覺傳達(dá)設(shè)計的一些應(yīng)用規(guī)則和策略。整篇論文共分為六個章節(jié)。第一章主要介紹了選題的背景和意義,以及國內(nèi)外的研究現(xiàn)狀和研究的思路與方法;第二章主要論述了微課與視覺傳達(dá)的理論基礎(chǔ),首先界定了微課及視覺傳達(dá)的相關(guān)概念,接著介紹了研究的理論依據(jù),主要包括微課的特點,模式識別理論,視覺傳達(dá)設(shè)計理論,情感化設(shè)計理論和視覺流程等;第三章是本文的亮點,主要論述了《視覺傳達(dá)要素評價量規(guī)表》的制定及修改過程,筆者查閱了大量的資料并結(jié)合自身所學(xué)以及向相關(guān)領(lǐng)域的專家教師進(jìn)行請教后,通過對量規(guī)表評價項目與評價指標(biāo)的擬定、編碼、調(diào)整的一系列過程,制作出《視覺傳達(dá)要素評價量規(guī)表》,之后做了專家測評及權(quán)重值的確定,并將量規(guī)表進(jìn)行試用,來證明它的可操作性與實用性;第四章在近三年全國微課大賽的作品中篩選出獲獎的內(nèi)容演示型微課,從中隨機(jī)抽取一部分案例作為樣本,運(yùn)用內(nèi)容分析法對這些樣本進(jìn)行測評,并運(yùn)用數(shù)據(jù)可視化工具對評價結(jié)果進(jìn)行了詳細(xì)的統(tǒng)計分析說明;第五章主要根據(jù)第四章的分析結(jié)果總結(jié)出現(xiàn)階段內(nèi)容演示型微課視覺設(shè)計方面存在的問題及原因的剖析;第六章在第四、五章研究的基礎(chǔ)上,針對所出現(xiàn)的問題,通過對全國微課大賽中具有代表性的典型案例的分析,更加詳細(xì)地從四個方面論述了視覺傳達(dá)要素在內(nèi)容演示型微課設(shè)計制作中有效的應(yīng)用規(guī)則和策略。本文主要探討內(nèi)容演示型微課設(shè)計過程中視覺傳達(dá)這部分所存在的問題及相對的應(yīng)用規(guī)則和策略。這將有利于制作者在制作微課的過程中能夠有所參考,規(guī)避視覺傳達(dá)設(shè)計方面的短板問題,從而對微課進(jìn)行合理的視覺設(shè)計,對于提高微課質(zhì)量和教學(xué)效率具有一定的實踐指導(dǎo)意義。
[Abstract]:Under the background of the rapid development of the network technology environment, as a new type of educational resources and learning methods, micro-class has become a popular way for learners to learn autonomously. Although there are more and more microcourses produced and used at this stage, there are still a lot of problems, especially the visual communication design of the content demonstration microcourses, which has not been paid enough attention to. In fact, the impact of these visual design problems on the teaching effect should not be underestimated. In order to make the teaching content of microcourse meet the visual psychological needs of learners in a short time on the basis of scientific norms, and improve the speed and efficiency of acquiring knowledge, It is very necessary to combine the design theory of visual communication and the application of design elements in the process of design in order to create a microcourse with high comprehensive level. On the basis of analyzing the relevant theories and existing research results of pedagogy, design psychology, audiovisual psychology, visual communication design and other disciplines, this paper combs out the Evaluation gauge Table of Visual Communication elements, and makes comprehensive use of literature research. Content analysis, case analysis and other methods, and selected in the nearly three years of the National Microcourse Competition selected for sampling analysis and evaluation of some of the winning works, analysis of the current micro-class vision design deficiencies, combined with specific, The typical case of content demonstration microcourse puts forward some application rules and strategies of the design of visual communication of microlesson. The whole paper is divided into six chapters. The first chapter mainly introduces the background and significance of the topic, as well as the domestic and foreign research status and research ideas and methods; the second chapter mainly discusses the theoretical basis of micro-lesson and visual communication, and defines the related concepts of micro-lesson and visual communication. Then it introduces the theoretical basis of the research, including the characteristics of micro-course, pattern recognition theory, visual communication design theory, emotional design theory and visual process. This paper mainly discusses the process of making and modifying the Evaluation gauge Table of Visual Communication elements. The author consulted a large amount of information and consulted the expert teachers in related fields by combining what he had learned. Through the drawing up, coding and adjusting of the evaluation items and evaluation indexes of the gauge table, the evaluation gauge table of visual communication elements is made out, and then the expert evaluation and the determination of the weight value are made, and the gauge table is tried out. To prove its maneuverability and practicability. In Chapter four, we selected out the winning content demonstration microcourses in the works of the National Microcourse Competition in the last three years, and randomly selected some cases from them as samples. The content analysis method is used to evaluate these samples, and the data visualization tools are used to explain the evaluation results in detail. The fifth chapter is mainly based on the analysis results of the fourth chapter to summarize the problems and reasons of the visual design of the content demonstration micro-lesson in the emerging stage. Chapter VI is based on the fourth and fifth chapters of the research, aiming at the problems. Based on the analysis of typical cases in the National Microcourse Competition, this paper discusses in more detail the effective application rules and strategies of visual communication elements in the design and manufacture of content demonstration microcourses from four aspects. This paper mainly discusses the problems and relative application rules and strategies of visual communication in the design process of content demonstration microcourse. This will be helpful for the producer to be able to make reference in the process of making microcourses, to avoid the problem of short board in the design of visual communication, so as to make a reasonable visual design for the micro-lessons. It has certain practical significance to improve the quality and teaching efficiency of micro-class.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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本文編號：2210119