【摘要】：立足于信息時代、讀圖時代的背景,“視覺文化與媒介素養(yǎng)”課程(以下簡稱視覺文化課程)作為高校公共文化素質(zhì)課,其教學對象為全校本科生,以培養(yǎng)和提高學生視覺素養(yǎng)與媒介素養(yǎng)為教學目標。然而,在信息技術高速發(fā)展的環(huán)境中,諸如此類的公共文化素質(zhì)課,以課堂講授為主的傳統(tǒng)教學方式已滿足不了課程教學的目標要求。筆者在長期的助教工作中發(fā)現(xiàn),課堂上學生之間的交互度較低、課后作業(yè)得不到及時的個性化輔導、豐富教學內(nèi)容的展現(xiàn)受限于課堂時間等現(xiàn)象經(jīng)常發(fā)生。為改善以上教學現(xiàn)狀,筆者結(jié)合以混合學習為主要特點的翻轉(zhuǎn)課堂教學方式,針對視覺文化課程特點進行翻轉(zhuǎn)課堂教學的本土化設計,進而在實踐教學中驗證其教學效果。本研究通過梳理國內(nèi)外翻轉(zhuǎn)課堂教學的相關理論與實踐的研究成果,在混合學習、掌握學習和學習共同體理論的支撐下,運用基于設計的研究方法,在全面分析視覺文化課程特點及學習者特征的基礎上,進行視覺文化課程翻轉(zhuǎn)課堂教學設計,并將其應用于實際教學中。在課前自主學習階段,采用任務單、思維導圖等形式呈現(xiàn)章節(jié)框架、學習任務及對應的學習資源等輔助自學;采用在線考試的形式呈現(xiàn)檢測習題,對學習效果進行及時反饋。在課堂教學環(huán)節(jié),以小組探討、協(xié)作學習的形式,開展多樣化的課堂學習活動,從而提高學生課堂參與度。在不斷實踐中分析并修改教學方法,最終探索出具有一定特色的視覺文化課程翻轉(zhuǎn)課堂教學方案。通過對兩組對象的調(diào)查,可知:在知識與技能維度,實驗班知識掌握比對照班無顯著差異,說明翻轉(zhuǎn)教學對公共文化素質(zhì)類課程的知識理解無顯著影響。在過程與方法維度,翻轉(zhuǎn)教學方式在一定程度上有利于自主學習的培養(yǎng)和協(xié)作學習的提高,同時有利于鍛煉學生的表達交流能力;在情感態(tài)度維度,翻轉(zhuǎn)教學的總體滿意度較好,但個體的差異性明顯,這與學生原有的學習方式和學業(yè)負擔有一定關系。總的來說,視覺文化課程翻轉(zhuǎn)教學方式對之前教學中出現(xiàn)的問題有所改善,但也存在不足之處仍需不斷探索與修整。
[Abstract]:Based on the background of information age and picture reading era, the course of Visual Culture and Media Literacy (hereinafter referred to as Visual Culture course) is a public cultural quality course in colleges and universities, and its teaching object is undergraduate students. The aim of teaching is to cultivate and improve students' visual literacy and media literacy. However, in the environment of the rapid development of information technology, the traditional teaching methods, which mainly focus on classroom instruction, can not meet the requirements of curriculum teaching. The author finds that the interaction between students in the classroom is low, the after-school homework can not be provided with timely individualized guidance, and the presentation of rich teaching content is limited by the classroom time and so on. In order to improve the present situation of the above teaching, the author combines the flipping classroom teaching method with mixed learning as the main characteristic, carries on the localization design according to the visual culture course characteristic, then verifies its teaching effect in the practice teaching. Through combing the relevant theories and practice research results of overturned classroom teaching at home and abroad, this study uses design-based research methods supported by mixed learning, mastering learning and learning community theory. On the basis of analyzing the characteristics of visual culture course and learners' characteristics, this paper designs the teaching of visual culture curriculum turnover, and applies it to practical teaching. In the stage of autonomous learning before class, the chapter frame is presented in the form of task sheet, mind map and so on, and the learning task and corresponding learning resources are used to assist self-study; the online examination is used to present the test exercises, and the learning effect is given timely feedback. In the classroom teaching, in the form of group discussion and cooperative learning, various classroom learning activities are carried out so as to enhance students' participation in class. This paper analyzes and modifies the teaching method in the course of continuous practice, and finally explores the teaching scheme of visual culture curriculum turnover with certain characteristics. Through the investigation of the two groups of subjects, we can see that there is no significant difference in knowledge mastery between the experimental class and the control class in the dimension of knowledge and skill, which shows that the flipping teaching has no significant influence on the knowledge understanding of the public cultural quality courses. In the dimension of process and method, flipping teaching method is beneficial to the cultivation of autonomous learning and the improvement of cooperative learning to a certain extent, and also to the training of students' ability of expression and communication. In the emotional attitude dimension, the overall satisfaction of flipping teaching is better, but the individual difference is obvious, which is related to the students' original learning style and academic burden. In general, the reverse teaching method of visual culture course has improved the problems in the previous teaching, but there are still some deficiencies that need to be constantly explored and repaired.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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