【摘要】：在信息時代結(jié)合微視頻促進(jìn)物理的學(xué)習(xí)時,初中生并不能對理論知識進(jìn)行很好地內(nèi)化和理解,完全轉(zhuǎn)化為自身的意義和概念.針對這個問題,本研究以物理課程為例,對贛州市某中學(xué)八(5)班的學(xué)生,進(jìn)行基于微視頻的"學(xué)—教"教學(xué)模式的實驗研究.研究結(jié)果表明該模式對學(xué)生內(nèi)化知識、理解與表達(dá)能力的提升,以及合作意識與態(tài)度的改善等各方面整體上有顯著性差異,但是細(xì)分到優(yōu)生、中等生、差生,不同層次出現(xiàn)了不同的差異,只有中等生在各個方面均有明顯的差異.
[Abstract]:In the information age, the junior high school students can not internalize and understand the theoretical knowledge and transform it into their own meaning and concept. In order to solve this problem, this study takes physics course as an example, carries on the experimental research on the "learning-teaching" teaching mode based on micro-video to the students in the eighth (5) class of a middle school in Ganzhou. The results show that the model has significant differences in the aspects of internalization of knowledge, improvement of understanding and expression ability, and improvement of cooperative consciousness and attitude, but it is subdivided into eugenics, secondary students, poor students, etc. There are different levels of difference, only the secondary students in all aspects have obvious differences.
【作者單位】： 贛南師范大學(xué)新聞與傳播學(xué)院;
【基金】：江西省社會科學(xué)“十二五”(2013年)規(guī)劃項目(13JY15)
【分類號】：G434;G633.7

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