本文選題：微課程 + 高校健美操教學(xué)��； 參考：《西安體育學(xué)院》2017年碩士論文

【摘要】：微課程是一種新型的教學(xué)模式,以其微小、快速、緊湊等特點(diǎn),近年來(lái)受到了許多教師和學(xué)生們的喜愛(ài),它以學(xué)生為中心,利用零碎的時(shí)間學(xué)習(xí)系統(tǒng)的知識(shí),適用于正式學(xué)習(xí)也可以應(yīng)用在非正式學(xué)習(xí)中,但是國(guó)內(nèi)對(duì)于微課程的研究相對(duì)較晚,還處于初步探索階段,仍存在很多問(wèn)題。通過(guò)查閱文獻(xiàn)發(fā)現(xiàn),就目前已有的高校微課程資源來(lái)講,還有部分教師對(duì)微課程概念的理解存在偏差,認(rèn)為微課程是對(duì)傳統(tǒng)課堂教學(xué)的濃縮,這種觀念是不準(zhǔn)確的。其次,國(guó)內(nèi)高校對(duì)于微課程這種新型的教學(xué)模式的研究、設(shè)計(jì)及應(yīng)用等方面的還沒(méi)有得到廣泛的重視。另外,微課程的教學(xué)模式與我國(guó)傳統(tǒng)的教學(xué)模式有很大差別,因此國(guó)內(nèi)教學(xué)模式的改革不能只是模仿國(guó)外的模式,應(yīng)該結(jié)合國(guó)內(nèi)實(shí)際的教學(xué)情況,分析不同時(shí)期學(xué)生的特點(diǎn),總結(jié)國(guó)內(nèi)的教學(xué)經(jīng)驗(yàn),設(shè)計(jì)出符合國(guó)內(nèi)學(xué)生特點(diǎn)的教學(xué)模式。本研究通過(guò)文獻(xiàn)資料法、訪談法、案例分析法等研究方法,查閱大量的文字資料并觀看相關(guān)視頻資料,對(duì)微課程及其相關(guān)概念做了較為深入的理解,通過(guò)了解目前我國(guó)有關(guān)微課程的研究現(xiàn)狀及其出現(xiàn)的問(wèn)題,根據(jù)高校健美操課程內(nèi)容的設(shè)置、健美操教學(xué)的特點(diǎn)和學(xué)生學(xué)習(xí)方式特點(diǎn),結(jié)合微課程的設(shè)計(jì)原則與流程,研究設(shè)計(jì)出適于大學(xué)生更好地學(xué)習(xí)健美操的微課程教學(xué)案例,對(duì)微課程進(jìn)入高校健美操課程這種教學(xué)模式提出參考性建議。通過(guò)對(duì)微課程在高校健美操教學(xué)中的設(shè)計(jì)研究得出以下結(jié)論:1.根據(jù)高校健美操的教學(xué)特點(diǎn)和微課程的設(shè)計(jì)原則,總結(jié)出微課程在高校健美操教學(xué)中的設(shè)計(jì)原則有:時(shí)間短、知識(shí)點(diǎn)細(xì)化、以學(xué)生為中心、內(nèi)容精準(zhǔn)。2.微課程的制作流程:微課程選題→腳本設(shè)計(jì)→選擇制作方式→準(zhǔn)備素材→制作微課程→后期制作。3.根據(jù)心理學(xué)研究,結(jié)合健美操課程的特點(diǎn)、教學(xué)內(nèi)容,并遵循人類的注意力保持規(guī)律和認(rèn)知持點(diǎn),本研究將健美操微課程的時(shí)長(zhǎng)設(shè)置為5分鐘。4.根據(jù)健美操的教學(xué)特點(diǎn),高校健美操微課程可以從健美操實(shí)踐微課程和健美操理論微課程兩方面進(jìn)行設(shè)計(jì)制作。5.以健美操課程內(nèi)容資源為依托,選擇學(xué)生較難掌握的技術(shù)動(dòng)作、舞蹈風(fēng)格技術(shù)要領(lǐng)、身體素質(zhì)訓(xùn)練方法等知識(shí)點(diǎn)作為健美操實(shí)踐課微課程內(nèi)容;選擇需要重點(diǎn)記憶或者需要拓展學(xué)習(xí)的理論知識(shí)點(diǎn)作為健美操理論課微課程內(nèi)容。6.將微課程應(yīng)用在高校健美操教學(xué)中,既是提高教師教學(xué)能力和質(zhì)量的新的教學(xué)模式,也能幫助學(xué)生掌握核心知識(shí)點(diǎn),有效提高學(xué)生的學(xué)習(xí)效率。
[Abstract]:Microcurriculum is a new type of teaching mode, because of its small, fast, compact and other characteristics, it has been loved by many teachers and students in recent years, it is student-centered, the use of piecemeal time to learn the knowledge of the system. Formal learning can also be applied to informal learning, but the study of micro-curriculum in China is relatively late, is still in the initial stage of exploration, there are still many problems. By consulting the literature, it is found that there are still some teachers' misunderstandings of the concept of microcurriculum, and that the microcurriculum is the concentration of the traditional classroom teaching, which is inaccurate in terms of the existing microcurriculum resources in colleges and universities. Secondly, the research, design and application of the new teaching mode of microcurriculum have not been paid much attention to. In addition, the teaching mode of micro-curriculum is very different from the traditional teaching mode in our country. Therefore, the reform of domestic teaching mode should not only imitate the foreign model, but also analyze the characteristics of students in different periods according to the actual teaching situation in China. Summing up the domestic teaching experience and designing the teaching model which accords with the characteristics of domestic students. Through the methods of literature, interview, case analysis and so on, this study makes a deeper understanding of microcourses and their related concepts by consulting a lot of text materials and watching related video materials. Based on the understanding of the current research situation and problems of microcurriculum in our country, according to the setting of calisthenics course contents, the characteristics of aerobics teaching and the characteristics of students' learning methods, the design principle and process of microcurriculum are combined. This paper studies and designs the teaching case of microcourse which is suitable for college students to learn aerobics better, and puts forward some reference suggestions on the teaching mode of microcourse entering the course of aerobics in colleges and universities. By studying the design of microcurriculum in aerobics teaching in colleges and universities, the following conclusions are drawn: 1: 1. According to the characteristics of aerobics teaching in colleges and universities and the design principles of microcourses, the author summarizes the design principles of microcourses in aerobics teaching in colleges and universities: short time, fine knowledge, student-centered, precise content. 2. Micro course production process: microcurriculum topics and script design the selection of production methods to prepare the material for the preparation of microcourses after the production of. 3. According to the psychological research, combined with the characteristics of aerobics course, teaching content, and in accordance with the law of human attention retention and cognitive holding point, this study set the duration of aerobics microcourse to 5 minutes. 4. According to the teaching characteristics of aerobics, the microcourse of aerobics in colleges and universities can be designed and manufactured from two aspects: the practical microcourse of aerobics and the micro-course of theory of aerobics. Based on the content resources of aerobics course, the microcurriculum contents of aerobics practice course are selected as knowledge points, such as technical action difficult to master, technical essentials of dance style and training methods of physical fitness. Choose the key memory or need to expand the learning of theoretical knowledge as aerobics theory course content. 6. The application of microcourse in aerobics teaching in colleges and universities is not only a new teaching mode to improve teachers' teaching ability and quality, but also can help students master the core knowledge points and effectively improve their learning efficiency.
【學(xué)位授予單位】：西安體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G831.3-4

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