本文選題：生物師范生　切入點(diǎn)：網(wǎng)絡(luò)教學(xué)平臺(tái)　出處：《重慶師范大學(xué)》2013年碩士論文

【摘要】：高等師范院校是培養(yǎng)基礎(chǔ)教育師資的專門(mén)機(jī)構(gòu),對(duì)生物科學(xué)專業(yè)的師范生而言,除了要學(xué)習(xí)生物專業(yè)知識(shí),最重要的是,在走上正式教師的工作崗位之前,需要進(jìn)行專業(yè)的教學(xué)技能訓(xùn)練,形成科學(xué)探究生物教學(xué)實(shí)踐的能力,才能勝任日后的教師工作。目前,微格教學(xué)已經(jīng)成為國(guó)際公認(rèn)的教師職業(yè)技能訓(xùn)練方法之 也成為高等師范院校培養(yǎng)師范生教學(xué)技能的一種主要方式。但是,傳統(tǒng)的生物微格教學(xué)中一直存在著“課時(shí)偏少”、“指導(dǎo)教師缺乏”等問(wèn)題,導(dǎo)致生物師范生教學(xué)技能訓(xùn)練不足。隨著數(shù)字化校園的普及和數(shù)字化微格教學(xué)的興起,利用數(shù)字化校園網(wǎng)絡(luò),建立與生物微格教學(xué)同步的網(wǎng)絡(luò)教學(xué)平臺(tái),是解決上述問(wèn)題的良策。 本研究通過(guò)文獻(xiàn)法,了解高等師范院校的生物師范生培養(yǎng)情況,國(guó)內(nèi)外生物教學(xué)資源網(wǎng)站的建設(shè)現(xiàn)狀,獲得平臺(tái)構(gòu)建的理論數(shù)據(jù)；通過(guò)前測(cè)問(wèn)卷調(diào)查和個(gè)人訪談,了解已經(jīng)開(kāi)設(shè)微格教學(xué)課程的生物師范生對(duì)平臺(tái)資源的需求情況,從而確定平臺(tái)的模塊和內(nèi)容；通過(guò)行動(dòng)法,探討平臺(tái)建設(shè)的主要模塊、資源分類(lèi)、頁(yè)面布局、各級(jí)結(jié)構(gòu),構(gòu)建出生物網(wǎng)絡(luò)教學(xué)平臺(tái)；通過(guò)實(shí)驗(yàn)法,將參與前測(cè)的調(diào)查對(duì)象,分為實(shí)驗(yàn)組和對(duì)照組,實(shí)驗(yàn)組有平臺(tái)的使用權(quán)限并需完成一定的學(xué)習(xí)任務(wù),而對(duì)照組沒(méi)有平臺(tái)的使用權(quán)限,3個(gè)月后,通過(guò)后測(cè)問(wèn)卷調(diào)查,檢驗(yàn)平臺(tái)的實(shí)際效果。 在調(diào)查研究和文獻(xiàn)研究的基礎(chǔ)上,本研究將平臺(tái)的資源分為10個(gè)一級(jí)模塊,44個(gè)二級(jí)模塊。 后測(cè)調(diào)查結(jié)果表明,在開(kāi)設(shè)微格教學(xué)課程期間,配合使用本研究的網(wǎng)絡(luò)教學(xué)平臺(tái),能夠顯著提高生物師范生的教學(xué)技能,尤其對(duì)教育教學(xué)研究能力的提高作用最為明顯。 后測(cè)調(diào)查還發(fā)現(xiàn),平臺(tái)設(shè)置的10個(gè)一級(jí)模塊,得到大多數(shù)生物師范生的認(rèn)可。其中的3個(gè)一級(jí)模塊：課堂教學(xué)、答疑討論、主要教學(xué)技能及教學(xué)評(píng)價(jià),對(duì)教學(xué)技能的提高作用最為明顯,而這3個(gè)模塊的資源也最受生物師范生的歡迎。在所有二級(jí)模塊中,優(yōu)秀講課視頻、優(yōu)秀說(shuō)課視頻、優(yōu)秀教案和課件得到了生物師范生的最高支持率。 調(diào)查過(guò)程中,筆者還發(fā)現(xiàn)平臺(tái)存在的一些不足,比如資源內(nèi)容應(yīng)該更為全面豐富、資源管理應(yīng)該更加細(xì)致明確等。 總之,本研究中的網(wǎng)絡(luò)教學(xué)平臺(tái)主要是為生物師范生服務(wù)的,旨在有效輔助微格教學(xué)提高生物師范生的教學(xué)技能。
[Abstract]:Teachers' colleges and universities are specialized institutions for the training of basic education teachers. For normal students majoring in biological sciences, apart from studying biological specialty knowledge, the most important thing is that before they enter the post of official teachers, It is necessary to train professional teaching skills and form the ability to explore the teaching practice of biology scientifically. At present, microteaching has become one of the internationally recognized vocational skills training methods for teachers. It has also become one of the main ways to cultivate the teaching skills of normal college students. However, in the traditional microbiology teaching, there have been some problems, such as "short of class hours" and "lack of guidance teachers" and so on. With the popularization of digital campus and the rise of digital microteaching, the network teaching platform, which synchronizes with biological microteaching, is established by using digital campus network. It is a good solution to the above problem. Through the method of literature, this study understands the cultivation of biological normal students in normal universities, the current situation of the construction of biological teaching resources website at home and abroad, and obtains the theoretical data of the construction of the platform, through pre-test questionnaires and personal interviews. To understand the needs of biology teachers who have offered microteaching courses to the platform resources, so as to determine the modules and contents of the platform; to discuss the main modules of platform construction, resource classification, page layout, and structure at all levels through the action method. Through the experimental method, the subjects involved in the pre-test are divided into two groups: the experimental group and the control group. The experimental group has the authority to use the platform and needs to complete certain learning tasks. The control group did not have permission to use the platform. After 3 months, the actual effect of the platform was tested by post-test questionnaire. On the basis of investigation and literature research, the resources of the platform are divided into 10 primary modules and 44 secondary modules. The results of post-test investigation show that, during the course of microteaching, the teaching skills of biology normal students can be significantly improved by using the network teaching platform, especially the ability of teaching and research. The post-test survey also found that the 10 first-level modules set up by the platform were recognized by most biology normal students. Three of them were classroom teaching, answering questions and discussion, main teaching skills and teaching evaluation. The improvement of teaching skills is the most obvious, and the resources of these three modules are the most popular among the biology normal students. In all the secondary modules, excellent video lectures, excellent lecture videos, Excellent teaching plans and courseware has been the highest support rate of biological normal students. In the process of investigation, the author also found some shortcomings of the platform, for example, the content of resources should be more comprehensive and abundant, and the management of resources should be more detailed and clear. In a word, the network teaching platform in this study is mainly for biology normal students, aiming to effectively assist microteaching to improve the teaching skills of biological normal students.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G434;Q-4;G652.4

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