【摘要】：大數(shù)據(jù)技術(shù)進(jìn)入課堂,進(jìn)一步加快了課堂教學(xué)的深層次改革。大數(shù)據(jù)存儲技術(shù)、分析技術(shù)、可視化等為數(shù)據(jù)的采集、存儲、分析和使用提供了技術(shù)支撐。大數(shù)據(jù)時代下的翻轉(zhuǎn)課堂,將文字、圖片、音頻、視頻等信息轉(zhuǎn)化為非結(jié)構(gòu)化數(shù)據(jù)。結(jié)構(gòu)化、半結(jié)構(gòu)化、非結(jié)構(gòu)化數(shù)據(jù)共同組成了教育大數(shù)據(jù)。數(shù)據(jù)是信息的載體,信息是數(shù)據(jù)的表現(xiàn)形式。海量的數(shù)據(jù)足以準(zhǔn)確表達(dá)學(xué)生學(xué)習(xí)、生活信息。利用數(shù)據(jù)信息,教師做出符合學(xué)生需要的教學(xué)設(shè)計,使個性化教學(xué)、因材施教成為可能。筆者借助大數(shù)據(jù)思維,將數(shù)據(jù)應(yīng)用于高中物理翻轉(zhuǎn)課堂教學(xué),主要從如下幾個方面進(jìn)行了研究:(1)為什么要將大數(shù)據(jù)思維應(yīng)用于高中物理翻轉(zhuǎn)課堂。從教學(xué)過程上看,傳統(tǒng)翻轉(zhuǎn)課堂教學(xué)模式下,教師很難擺脫“經(jīng)驗式判斷”,導(dǎo)致教學(xué)設(shè)計很難從學(xué)生出發(fā)。憑經(jīng)驗的教學(xué)安排、教學(xué)設(shè)計、教學(xué)反思等教學(xué)活動,無力讓翻轉(zhuǎn)課堂教學(xué)達(dá)到精準(zhǔn)、高效、個性化。結(jié)合大數(shù)據(jù)思維、整合翻轉(zhuǎn)課堂教學(xué),變“經(jīng)驗判斷”為“數(shù)據(jù)主義”。以數(shù)為據(jù),精準(zhǔn)分析學(xué)情、實時掌控教學(xué)過程、監(jiān)測教學(xué)效果,是精準(zhǔn)、高效、個性化教學(xué)必由之路。(2)高中物理翻轉(zhuǎn)課堂教學(xué)模式下,數(shù)據(jù)在不同課型中的具體實踐研究。經(jīng)過兩年的常態(tài)化翻轉(zhuǎn)課堂教學(xué)實踐研究,構(gòu)建了大數(shù)據(jù)思維下的翻轉(zhuǎn)課堂教學(xué)模型。運(yùn)用此模型,研究了不同課型下的高中物理翻轉(zhuǎn)課堂教學(xué),從學(xué)生反饋情況來看,教學(xué)效果較好的課型順序依次為新授課、評講課、實驗課。(3)大數(shù)據(jù)思維下高中物理翻轉(zhuǎn)課堂教學(xué)實踐的問題與建議。數(shù)據(jù)化的翻轉(zhuǎn)課堂需要重構(gòu)評價體系,加強(qiáng)常態(tài)化管理,提升物理教師學(xué)科核心素養(yǎng)以及信息化素養(yǎng)。除此之外,實驗教學(xué)翻轉(zhuǎn)需要回歸物理實驗本真。大數(shù)據(jù)思維下的翻轉(zhuǎn)課堂雖然取得了一定的實踐成果,形成了比較固定的教學(xué)模式,但是由于所取樣本較小,實踐研究的時間不是很長,研究結(jié)果很難具有普適性。目前收集的數(shù)據(jù)量有限,距離大數(shù)據(jù)的要求相差甚遠(yuǎn),本文只能借助大數(shù)據(jù)思維研究“小數(shù)據(jù)”的大價值。因此基于這兩方面的原因,大數(shù)據(jù)據(jù)思維下的高中物理翻轉(zhuǎn)課堂教學(xué)實踐研究有待進(jìn)一步加強(qiáng)。
[Abstract]:Big data technology entered the classroom, further accelerated the deep-level reform of classroom teaching. Big data storage technology, analysis technology, visualization and so on for the data collection, storage, analysis and use of technical support. Big data era of flipping class, text, pictures, audio, video and other information into unstructured data. Structured, semi-structured, unstructured data together constitute the educational big data. Data is the carrier of information and information is the form of expression of data. The massive data is enough to express the student study, the life information accurately. Using the data information, the teacher makes the teaching design according to the students' needs, which makes individualized teaching and teaching according to their aptitude possible. With the help of big data's thinking, the author applies the data to the physics flipping classroom teaching in senior high school. The author mainly studies the following aspects: (1) Why does big data's thinking be applied to the physics flipping classroom in senior high school? From the point of view of teaching process, it is very difficult for teachers to get rid of "experiential judgment" under the traditional flipping classroom teaching mode, which leads to the difficulty of teaching design starting from students. Teaching activities, such as experience teaching arrangement, teaching design and teaching reflection, can not make the flipping classroom teaching accurate, efficient and individualized. In combination with big data's thinking, the classroom teaching should be transformed from "experience judgment" to "data doctrine". On the basis of number, accurate analysis of the situation, real-time control of the teaching process, monitoring teaching results, is the only way to accurate, efficient, personalized teaching. (2) in the high school physics flipping classroom teaching mode, the data in different classes of specific practical research. After two years of practice research on the normal flipping classroom teaching, this paper constructs a turnover classroom teaching model under big data's thinking. Using this model, this paper studies the high school physics flipping classroom teaching under different classes. According to the feedback from the students, the order of the better teaching effect is the new teaching, the evaluation of the lectures, Experimental lesson. (3) problems and suggestions on the teaching practice of physics flipping in senior high school under big data's thinking. The digitalized flipping classroom needs to reconstruct the evaluation system, strengthen the normal management, and improve the core accomplishment and information literacy of physics teachers. In addition, the experimental teaching reversal needs to return to the physical experiment truth. Although the flipping classroom under big data's thinking has achieved some practical results and formed a relatively fixed teaching mode, but because of the small sample taken, the time of practical research is not very long, the research results are difficult to be universal. At present, the amount of data collected is limited, which is far from big data's request. This paper can only study the great value of "small data" with the help of big data's thinking. Therefore, based on these two reasons, big data's teaching practice of high school physics flipping under the thinking needs to be further strengthened.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7;G434

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