【摘要】：教學(xué)微視頻作為翻轉(zhuǎn)課堂的適需學(xué)習(xí)資源,其設(shè)計(jì)制作質(zhì)量與學(xué)習(xí)者自主學(xué)習(xí)效果密切相關(guān),也將影響翻轉(zhuǎn)課堂最終的教學(xué)效果。設(shè)計(jì)制作適宜的教學(xué)微視頻因此成為教師新的職業(yè)必備素養(yǎng)。為應(yīng)對翻轉(zhuǎn)課堂實(shí)踐中教學(xué)微視頻設(shè)計(jì)所存在的現(xiàn)實(shí)問題,本研究旨在合理規(guī)劃翻轉(zhuǎn)課堂中教學(xué)微視頻的設(shè)計(jì)流程;提供教學(xué)內(nèi)容設(shè)計(jì)、選題類型、視頻表征設(shè)計(jì)等策略;在翻轉(zhuǎn)課堂實(shí)踐中檢驗(yàn)設(shè)計(jì)策略的合理性。本研究所規(guī)劃的翻轉(zhuǎn)課堂中教學(xué)微視頻設(shè)計(jì)流程為:始于教學(xué)目標(biāo)、學(xué)習(xí)者學(xué)情與教學(xué)內(nèi)容量等方面的自主學(xué)習(xí)階段教學(xué)任務(wù)分析與教學(xué)內(nèi)容設(shè)計(jì);根據(jù)知識內(nèi)容選取適用于以教學(xué)微視頻形式呈現(xiàn)的選題類型;進(jìn)行教學(xué)微視頻的視頻表征設(shè)計(jì)與制作;對所制作教學(xué)微視頻進(jìn)行質(zhì)量評估;逐步完善后運(yùn)用于翻轉(zhuǎn)課堂教學(xué)實(shí)踐。鑒于并非所有的教學(xué)內(nèi)容都適合用教學(xué)微視頻的形式來呈現(xiàn),在選題時(shí)充分考慮該知識內(nèi)容選題類型能否具有教學(xué)實(shí)用價(jià)值。結(jié)合知識分類相關(guān)理論,在合理進(jìn)行教學(xué)任務(wù)分析與教學(xué)內(nèi)容設(shè)計(jì)基礎(chǔ)上,提出理論講授型、推理演算型、技能訓(xùn)練型、答疑解惑型、實(shí)驗(yàn)操作型與情感感悟型六類適用于翻轉(zhuǎn)課堂自主學(xué)習(xí)階段的教學(xué)微視頻選題類型。翻轉(zhuǎn)課堂中,教學(xué)微視頻運(yùn)用于前期自主學(xué)習(xí)階段,學(xué)生自控力是其中最不可控因素。教學(xué)微視頻中非良構(gòu)視覺畫面會(huì)對學(xué)習(xí)造成干擾,興趣作為學(xué)習(xí)動(dòng)機(jī)之一也將影響自主學(xué)習(xí)效果�；趯W(xué)習(xí)者興趣的激發(fā)與注意的維持,充分考慮不同媒體的特點(diǎn)、功能及教學(xué)應(yīng)用效果,合理選擇搭配;基于多媒體畫面語言學(xué)理論與認(rèn)知心理學(xué)理論所提供的指導(dǎo)性原則,提出相對應(yīng)的設(shè)計(jì)建議;進(jìn)一步探究兼具教學(xué)性與趣味性、受眾量大的網(wǎng)絡(luò)科普微視頻設(shè)計(jì)要點(diǎn)對教學(xué)視頻設(shè)計(jì)策略的借鑒意義,歸納出運(yùn)用強(qiáng)化元素引導(dǎo)學(xué)習(xí)者視線,界面簡潔、減少非必要冗余,知識點(diǎn)化內(nèi)容設(shè)計(jì),教學(xué)視頻展示形式多元化,提高學(xué)習(xí)者參與度的設(shè)計(jì)策略。根據(jù)本研究所提供的設(shè)計(jì)流程,教學(xué)內(nèi)容設(shè)計(jì)、選題類型與視頻表征設(shè)計(jì)等策略,開展基于教學(xué)微視頻的翻轉(zhuǎn)課堂準(zhǔn)實(shí)驗(yàn)研究。對學(xué)習(xí)者進(jìn)行反應(yīng)評估、學(xué)習(xí)評估與行為評估,可獲知學(xué)習(xí)者對教學(xué)微視頻與基于教學(xué)微視頻的自主學(xué)習(xí)認(rèn)可滿意程度較高;運(yùn)用設(shè)計(jì)策略的教學(xué)微視頻可一定程度降低學(xué)生認(rèn)知負(fù)荷水平,并對學(xué)生知識內(nèi)容的掌握與遷移具有促進(jìn)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(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馮智慧;鄭曉丹;;微課新界定:從技術(shù)開發(fā)邁向有效設(shè)計(jì)——訪華南師范大學(xué)胡小勇教授和佛山教育局胡鐵生老師[J];數(shù)字教育;2015年04期

2 趙磊磊;趙可云;徐進(jìn);蘆佳瑩;;基于共詞分析法的我國翻轉(zhuǎn)課堂研究現(xiàn)狀分析[J];重慶高教研究;2015年02期

3 羅柳垠;蘆麗萍;;微型學(xué)習(xí)視頻在翻轉(zhuǎn)課堂教學(xué)中的設(shè)計(jì)與應(yīng)用[J];計(jì)算機(jī)教育;2015年02期

4 李振華;鄭琳川;;翻轉(zhuǎn)課堂中微視頻課程設(shè)計(jì)的思考與探索[J];中國教育信息化;2014年20期

5 樊華麗;;翻轉(zhuǎn)課堂中微視頻的內(nèi)涵與制作研究[J];中國信息技術(shù)教育;2014年13期

6 李雅箏;郭璐;;基于時(shí)事熱點(diǎn)創(chuàng)作的科普微視頻的實(shí)踐應(yīng)用研究——以《雅安地震特輯》為例[J];科普研究;2014年03期

7 劉冬梅;;教學(xué)微視頻制作的困境探析[J];中小學(xué)信息技術(shù)教育;2014年06期

8 劉銳;王海燕;;基于微課的“翻轉(zhuǎn)課堂”教學(xué)模式設(shè)計(jì)和實(shí)踐[J];現(xiàn)代教育技術(shù);2014年05期

9 謝濤;;簡約之美——基于視覺體驗(yàn)的網(wǎng)頁界面極簡設(shè)計(jì)[J];美術(shù)界;2013年12期

10 徐妲;鐘紹春;馬相春;;基于翻轉(zhuǎn)課堂的化學(xué)實(shí)驗(yàn)教學(xué)模式及支撐系統(tǒng)研究[J];遠(yuǎn)程教育雜志;2013年05期

相關(guān)博士學(xué)位論文 前1條

1 王覓;面向碎片化學(xué)習(xí)時(shí)代微視頻課程的內(nèi)容設(shè)計(jì)[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前2條

1 王甲云;基于翻轉(zhuǎn)課堂理念的初中信息技術(shù)微課的設(shè)計(jì)與開發(fā)[D];山東師范大學(xué);2015年

2 王西香;視覺文化課程微視頻設(shè)計(jì)研究[D];南京師范大學(xué);2014年

，

本文編號：2418990