【摘要】：隨著信息技術(shù)的飛速發(fā)展,直接對(duì)人們的工作方式、生活方式以及學(xué)習(xí)方式都有著重大影響,同時(shí)也為教育革新創(chuàng)造了新的模式,隨著手機(jī)的普及,“微”時(shí)代的來(lái)臨,導(dǎo)致教育的方式也逐漸轉(zhuǎn)變,形成了各式各樣的“微課”產(chǎn)物,而在當(dāng)前各種移動(dòng)設(shè)備的使用也為人們提供了學(xué)習(xí)的便利,移動(dòng)學(xué)習(xí)也成為了現(xiàn)今比較流行的學(xué)習(xí)方式。通過(guò)對(duì)移動(dòng)學(xué)習(xí)和微課的深入研究,不僅能夠滿足學(xué)生隨時(shí)隨地進(jìn)行個(gè)性化學(xué)習(xí)的需要,同時(shí)還能輔助教師進(jìn)行課堂教學(xué),提高課堂教學(xué)效果。本文主要采用了文獻(xiàn)研究方法對(duì)信息技術(shù)教育時(shí)代的背景進(jìn)行分析,同時(shí)也順應(yīng)了基礎(chǔ)教育課程改革的需要,對(duì)國(guó)內(nèi)外移動(dòng)學(xué)習(xí)和微課研究現(xiàn)狀進(jìn)行了歸納和總結(jié),然后利用調(diào)查研究方法對(duì)學(xué)生和教師對(duì)微課的需求進(jìn)行分析,將教師和學(xué)生對(duì)移動(dòng)學(xué)習(xí)和微課的了解程度進(jìn)行統(tǒng)計(jì),提出了將高中信息技術(shù)課程教學(xué)中融入微課教學(xué)并在移動(dòng)學(xué)習(xí)環(huán)境下進(jìn)行應(yīng)用的建議。然后結(jié)合微課的設(shè)計(jì)原則,對(duì)微課進(jìn)行功能架構(gòu)設(shè)計(jì),包含了微課教學(xué)設(shè)計(jì)、微視頻設(shè)計(jì)、學(xué)習(xí)任務(wù)設(shè)計(jì)、微練習(xí)設(shè)計(jì)、腳本設(shè)計(jì)五個(gè)方面,開(kāi)發(fā)了一系列具有移動(dòng)學(xué)習(xí)特點(diǎn)的微課并借助微信公眾平臺(tái)進(jìn)行了展示,為其他高中信息技術(shù)微課的開(kāi)發(fā)和應(yīng)用提供了實(shí)例。本次研究開(kāi)發(fā)了大量的微課,本文重點(diǎn)介紹了“魔棒工具”和“圖像合成”兩節(jié)微課的詳細(xì)設(shè)計(jì)及開(kāi)發(fā)流程。最后一章節(jié)運(yùn)用了實(shí)驗(yàn)研究方法,分別對(duì)《圖像合成》以及《書(shū)籍封面制作》進(jìn)行實(shí)驗(yàn),得出開(kāi)發(fā)的微課具有較好的應(yīng)用效果,能夠提高學(xué)生的學(xué)習(xí)興趣,也有效地提高了教師的課堂教學(xué)質(zhì)量。本文的創(chuàng)新之處主要在于:一是將移動(dòng)學(xué)習(xí)跟微課的開(kāi)發(fā)和應(yīng)用結(jié)合在一起,開(kāi)發(fā)出的實(shí)例都特別適合進(jìn)行移動(dòng)學(xué)習(xí),并且也在移動(dòng)學(xué)習(xí)中進(jìn)行了應(yīng)用。二是研究中開(kāi)發(fā)出的微課主要針對(duì)高中信息技術(shù)選修課程,以技能性課程為主體,彌補(bǔ)了本課程在微課資源上的不足,為高中信息技術(shù)微課的開(kāi)發(fā)提供了案例,方便其他教師進(jìn)行同類課程的開(kāi)發(fā),最后成為一套理想的校本課程。
[Abstract]:With the rapid development of information technology, it has a direct impact on people's working style, life style and learning style. At the same time, it has created a new model for educational innovation. With the popularity of mobile phones, the "micro-" era is coming. As a result, the way of education has gradually changed, forming a variety of "micro-lesson" products, and in the current use of various mobile devices to provide people with the convenience of learning, mobile learning has become a more popular way of learning. Through the in-depth study of mobile learning and micro-lessons, it can not only meet the needs of individualized learning, but also help teachers to carry out classroom teaching and improve the classroom teaching effect. This paper mainly adopts the literature research method to analyze the background of the information technology education age, and at the same time conforms to the need of the basic education curriculum reform, sums up and summarizes the current situation of mobile learning and micro-lesson research at home and abroad. Then using the method of investigation and research to analyze the demand of students and teachers for micro-lessons, and then make statistics on the understanding of mobile learning and micro-lessons by teachers and students. This paper puts forward the suggestion of integrating microcourse into the teaching of information technology in senior high school and applying it in mobile learning environment. Then combining with the design principle of micro-lesson, the functional structure of micro-lesson is designed, which includes five aspects: teaching design, micro-video design, learning task design, micro-exercise design, script design, and the following five aspects: microcourse teaching design, micro-video design, learning task design, micro-exercise design and script design. A series of microcourses with mobile learning characteristics are developed and displayed by means of WeChat public platform, which provides an example for the development and application of other high school information technology microcourses. This study has developed a large number of microcourses, this paper focuses on the "Magic Wand tool" and "Image Synthesis" two microcourses in detail design and development process. In the last chapter, we use the experimental research method to experiment on "Image Synthesis" and "Book cover making" respectively, and draw a conclusion that the microcourse developed has good application effect and can improve the students' interest in learning. It also effectively improves the teaching quality of teachers. The main innovations of this paper are as follows: first, the mobile learning is combined with the development and application of micro-lessons, and the developed examples are especially suitable for mobile learning, and have also been applied in mobile learning. Second, the microcourses developed in the research mainly aim at the high school information technology elective courses, take the skill curriculum as the main body, make up the deficiency of this course in the micro-lesson resources, and provide a case for the development of the high school information technology micro-course. To facilitate the development of similar courses for other teachers, and finally become an ideal school-based curriculum.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.67

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