【摘要】：教學微視頻作為翻轉課堂的適需學習資源,其設計制作質量與學習者自主學習效果密切相關,也將影響翻轉課堂最終的教學效果。設計制作適宜的教學微視頻因此成為教師新的職業(yè)必備素養(yǎng)。為應對翻轉課堂實踐中教學微視頻設計所存在的現(xiàn)實問題,本研究旨在合理規(guī)劃翻轉課堂中教學微視頻的設計流程;提供教學內容設計、選題類型、視頻表征設計等策略;在翻轉課堂實踐中檢驗設計策略的合理性。本研究所規(guī)劃的翻轉課堂中教學微視頻設計流程為:始于教學目標、學習者學情與教學內容量等方面的自主學習階段教學任務分析與教學內容設計;根據(jù)知識內容選取適用于以教學微視頻形式呈現(xiàn)的選題類型;進行教學微視頻的視頻表征設計與制作;對所制作教學微視頻進行質量評估;逐步完善后運用于翻轉課堂教學實踐。鑒于并非所有的教學內容都適合用教學微視頻的形式來呈現(xiàn),在選題時充分考慮該知識內容選題類型能否具有教學實用價值。結合知識分類相關理論,在合理進行教學任務分析與教學內容設計基礎上,提出理論講授型、推理演算型、技能訓練型、答疑解惑型、實驗操作型與情感感悟型六類適用于翻轉課堂自主學習階段的教學微視頻選題類型。翻轉課堂中,教學微視頻運用于前期自主學習階段,學生自控力是其中最不可控因素。教學微視頻中非良構視覺畫面會對學習造成干擾,興趣作為學習動機之一也將影響自主學習效果�；趯W習者興趣的激發(fā)與注意的維持,充分考慮不同媒體的特點、功能及教學應用效果,合理選擇搭配;基于多媒體畫面語言學理論與認知心理學理論所提供的指導性原則,提出相對應的設計建議;進一步探究兼具教學性與趣味性、受眾量大的網絡科普微視頻設計要點對教學視頻設計策略的借鑒意義,歸納出運用強化元素引導學習者視線,界面簡潔、減少非必要冗余,知識點化內容設計,教學視頻展示形式多元化,提高學習者參與度的設計策略。根據(jù)本研究所提供的設計流程,教學內容設計、選題類型與視頻表征設計等策略,開展基于教學微視頻的翻轉課堂準實驗研究。對學習者進行反應評估、學習評估與行為評估,可獲知學習者對教學微視頻與基于教學微視頻的自主學習認可滿意程度較高;運用設計策略的教學微視頻可一定程度降低學生認知負荷水平,并對學生知識內容的掌握與遷移具有促進作用。
[Abstract]:As an appropriate learning resource for flipping classroom, the design and production quality of teaching micro-video is closely related to learner's autonomous learning effect, and it will also affect the final teaching effect of flipping classroom. Therefore, designing and making appropriate teaching microvideos has become a new professional requirement for teachers. In order to deal with the practical problems in teaching microvideo design in flipping classroom, the purpose of this study is to rationally plan the design process of teaching microvideo in flipping classroom, and provide the strategies of teaching content design, topic selection type, video representation design and so on. The rationality of the design strategy is tested in the practice of flipping classroom. The micro-video design process in the flipping classroom is designed as follows: teaching task analysis and teaching content design in the autonomous learning stage from the aspects of teaching objectives, learners' learning situation and teaching capacity; According to the knowledge content, it is suitable for selecting the selected topics in the form of teaching microvideo, designing and making the video representation of the teaching micro-video, evaluating the quality of the teaching micro-video. After the gradual improvement, it is used in the practice of flipping classroom teaching. In view of not all the teaching contents are suitable to be presented in the form of teaching microvideo, we should consider whether the selected topic type of the knowledge content has practical value in teaching. On the basis of reasonable teaching task analysis and teaching content design, this paper puts forward the theory teaching type, reasoning calculus type, skill training type, answering questions and puzzles type, combining the related theories of knowledge classification, and on the basis of reasonable teaching task analysis and teaching content design. The six types of experimental operation and emotional perception are suitable for the topic selection of teaching microvideo in the stage of flipping classroom autonomous learning. In the flipping classroom, teaching microvideo is used in the early stage of autonomous learning, and the students' self-control is the most uncontrollable factor. The unstructured visual picture of teaching micro video will interfere with learning and interest as one of learning motivation will also affect the effect of autonomous learning. Based on the motivation of learners' interest and the maintenance of attention, the characteristics of different media, functions and teaching effects are fully considered, and the collocation is reasonably chosen. Based on the guiding principles provided by the theories of multimedia picture linguistics and cognitive psychology, the corresponding design suggestions are put forward. This paper further explores the significance of the microvideo design of network science popularization with both teaching and interest and large audience to the instructional video design strategy, and concludes the use of strengthening elements to guide learners' sight, the interface is simple, and the unnecessary redundancy is reduced. The design strategy of knowledge point content design, teaching video display form diversification, improve learner participation. According to the design flow, teaching content design, topic selection type and video representation design, the quasi-experimental research of flipping classroom based on teaching micro-video was carried out. By evaluating learners' reaction, learning and behavior, we can find that learners are satisfied with teaching micro-video and autonomous learning based on teaching micro-video. Teaching microvideo with design strategy can reduce the level of students' cognitive load to a certain extent and promote the mastering and transfer of students' knowledge content.
【學位授予單位】：江南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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