【摘要】：隨著網(wǎng)絡(luò)的步伐邁入微時(shí)代的世界,通過對實(shí)際教學(xué)環(huán)境模式的分析,發(fā)現(xiàn)教育教學(xué)改革的趨勢也向著此方向發(fā)展,微課就是在這種大環(huán)境下引入并迅速發(fā)展成熟起來的新型教學(xué)資源。本研究的主要目的是通過對當(dāng)下中學(xué)音樂課堂教學(xué)的分析與研究,探討微課教學(xué)的科學(xué)性、可行性,并結(jié)合實(shí)際案例,將微課與音樂學(xué)科教學(xué)深度融合,致力于微課教學(xué)的開發(fā)與應(yīng)用,以求解決當(dāng)前中學(xué)音樂課堂存在的無效或低效教學(xué)現(xiàn)象,提升音樂教師的現(xiàn)代教學(xué)技能,凸顯學(xué)生學(xué)習(xí)的主體性,推動(dòng)課程改革的持續(xù)、深入地發(fā)展。本文一共分為五章,第一章主要介紹了微課的研究背景、國內(nèi)外研究現(xiàn)狀、研究的意義和目的以及研究內(nèi)容、方法,主要通過查閱相關(guān)的論文、文獻(xiàn)資料,閱讀相關(guān)的書籍,搜集到國內(nèi)外有關(guān)親子活動(dòng)相關(guān)研究資料。在此基礎(chǔ)上,理清國內(nèi)外微課的相關(guān)研究,分析,加入自己的理解總結(jié)分析本研究的意義。第二章主要是對微課的概述,歸納總結(jié)了微課的含義及相關(guān)理論基礎(chǔ),重點(diǎn)分析了微課的基本特征和分類。第三章的主要內(nèi)容涉及微課在中學(xué)音樂教學(xué)中的實(shí)踐應(yīng)用,對中學(xué)音樂教學(xué)中微課的應(yīng)用現(xiàn)狀進(jìn)行前期分析,分析得出微課應(yīng)用于高中音樂教學(xué)的可行性重要結(jié)論,總結(jié)出微課應(yīng)用于高中音樂教學(xué)中的意義、基本策略。研究微課資源作為一種手段,在音樂學(xué)科課堂教學(xué)中如何充分利用,如何創(chuàng)設(shè)更多機(jī)會(huì)讓學(xué)習(xí)者積極主動(dòng)學(xué)習(xí),為教學(xué)模式創(chuàng)新提供基礎(chǔ),從而提高教學(xué)效率。第四章是微課應(yīng)用于高中音樂教學(xué)的案例設(shè)計(jì),包含微課程自制案例演示、如何進(jìn)行微課程的設(shè)計(jì)與開發(fā),還有微課程開發(fā)應(yīng)注意的基本事項(xiàng),主要在實(shí)踐層面探究音樂學(xué)科微課的設(shè)計(jì)策略,從知識(shí)點(diǎn)和概念講解、技能訓(xùn)練、過程演示、微探究、微練習(xí)等的選擇、課件資源準(zhǔn)備、教學(xué)過程設(shè)計(jì)、思維過程展示,表現(xiàn)方式選擇等層面進(jìn)行探討,形成一些可操作性、可持續(xù)性的微課設(shè)計(jì)的方式方法和規(guī)范要求。第五章是最后一章,是對前期所設(shè)計(jì)微課的調(diào)查評價(jià),采用問卷調(diào)查法,評價(jià)微課在中學(xué)音樂課堂上的實(shí)際使用情況,形成分析報(bào)告。本論文突破了以往研究的限制,彌補(bǔ)了以往音樂微課教學(xué)在設(shè)計(jì)和應(yīng)用技巧方面的匱乏和不足;更加關(guān)注教師在微課制作中遇到的問題及解決問題的過程,以期構(gòu)建教師的交流平臺(tái),達(dá)到資源共享,分享他人的意見和建議;微課案例中呈現(xiàn)獨(dú)特的視角,有助于走出思維定勢,拓寬思考問題的角度,尋找新的問題解決策略;微課程音樂美,內(nèi)容精,融入課堂中后,將更好地促成學(xué)生自主學(xué)習(xí)模式的形成�？傊�,本課題的研究,把握了最新的教育新潮流,切準(zhǔn)了最新的教學(xué)新需求,且是在中學(xué)音樂學(xué)科教學(xué)一線的實(shí)踐層面的研究,有很強(qiáng)的理論研究價(jià)值和實(shí)際應(yīng)用價(jià)值。
[Abstract]:With the pace of the network entering the world of the micro-era, through the analysis of the actual teaching environment model, it is found that the trend of education and teaching reform is also developing in this direction. Micro-class is a new type of teaching resource which is introduced and matured rapidly in this environment. The main purpose of this study is to explore the scientific and feasibility of micro-class teaching through the analysis and research of music classroom teaching in middle school, and to integrate micro-class and music teaching deeply in combination with practical cases. Committed to the development and application of micro-class teaching, in order to solve the current ineffective or inefficient teaching phenomenon in middle school music classroom, improve the modern teaching skills of music teachers, highlight the subjectivity of students' learning, and promote the continuity of curriculum reform. Develop in depth. This paper is divided into five chapters. The first chapter mainly introduces the research background of microlessons, the research status at home and abroad, the significance and purpose of the research, as well as the research content and methods, mainly through consulting the relevant papers, literature and reading related books. Collect relevant research data on parent-child activities at home and abroad. On this basis, clear the relevant research at home and abroad, analysis, add their own understanding to summarize and analyze the significance of this study. The second chapter is an overview of micro-class, summarizes the meaning of micro-class and related theoretical basis, focusing on the analysis of the basic characteristics and classification of micro-class. The main content of the third chapter is about the practical application of micro course in middle school music teaching, analyzes the present situation of the application of micro course in middle school music teaching, and draws an important conclusion that the application of micro course in high school music teaching is feasible. This paper summarizes the significance and basic strategies of the application of micro-class in music teaching in senior high school. This paper studies how to make full use of micro-class resources in music classroom teaching, how to create more opportunities for learners to learn actively, and to provide the basis for the innovation of teaching mode, so as to improve the teaching efficiency. The fourth chapter is the case design of the application of micro-course in music teaching in senior high school, including the self-made case demonstration of micro-curriculum, how to design and develop the micro-curriculum, and the basic matters that should be paid attention to in the development of micro-curriculum. This paper mainly probes into the design strategy of music microcourse at the practical level, from the knowledge point and concept explanation, the skill training, the process demonstration, the micro inquiry, the micro practice and so on, the courseware resource preparation, the teaching process design, the thinking process display, etc. The choice of expression mode is discussed, and some operable and sustainable micro-course design methods and specification requirements are formed. The fifth chapter is the last chapter, which is the investigation and evaluation of the micro-class designed in the early stage, and uses the questionnaire survey method to evaluate the actual use of the micro-class in the middle school music classroom, and forms the analysis report. This paper breaks through the limitations of the previous research and makes up for the lack and deficiency of the design and application skills in the previous music microcourse teaching. Pay more attention to the problems encountered by teachers in the production of micro-classes and the process of solving problems, in order to build a communication platform for teachers, to share resources and share the opinions and suggestions of others; The unique perspective in the case of micro-class is helpful to get out of the thinking set, broaden the angle of thinking, and find new problem-solving strategies. After the music beauty and content of micro-curriculum are integrated into the classroom, it will better promote the formation of students' autonomous learning model. In a word, the research of this subject grasps the latest new trend of education, corrects the latest new demand of teaching, and is in the practical level of music teaching in middle school, which has strong theoretical research value and practical application value.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.951;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張一川;錢揚(yáng)義;;國內(nèi)外“微課”資源建設(shè)與應(yīng)用進(jìn)展[J];遠(yuǎn)程教育雜志;2013年06期

2 曹殿波;薛蘇秦;;“微課”實(shí)踐中亟待厘清的四個(gè)基本問題[J];中國醫(yī)學(xué)教育技術(shù);2013年05期

3 鐘顯添;;“微課”小環(huán)境下教師的教學(xué)探討[J];中國現(xiàn)代教育裝備;2013年16期

4 張曉君;李東哲;陳雷;;微課程視頻制作中的注意引導(dǎo)設(shè)計(jì)[J];現(xiàn)代教育技術(shù);2013年08期

5 黃燁;;“微時(shí)代”下的“微課”淺析[J];科技風(fēng);2013年10期

6 高尚德;;“微課”:課堂翻轉(zhuǎn)的支點(diǎn)[J];上海教育;2013年15期

7 黃建軍;郭紹青;;論微課程的設(shè)計(jì)與開發(fā)[J];現(xiàn)代教育技術(shù);2013年05期

8 桂耀榮;;微課及微課的制作和意義[J];化學(xué)教與學(xué);2013年05期

9 胡鐵生;;中小學(xué)微課建設(shè)與應(yīng)用難點(diǎn)問題透析[J];中小學(xué)信息技術(shù)教育;2013年04期

10 焦建利;;微課及其應(yīng)用與影響[J];中小學(xué)信息技術(shù)教育;2013年04期

相關(guān)碩士學(xué)位論文 前2條

1 唐澤;教師微課程作品評價(jià)指標(biāo)體系的建構(gòu)研究[D];上海師范大學(xué);2013年

2 周潔;基于微課程的體驗(yàn)式教師培訓(xùn)模式研究[D];上海師范大學(xué);2013年

，

本文編號(hào)：2481641