【摘要】：隨著社會(huì)的進(jìn)步，教育的發(fā)展，在影響我國數(shù)學(xué)教育質(zhì)量的諸多因素中，信息技術(shù)成為最重要的影響因子之一。在此背景下，一大批優(yōu)秀的數(shù)學(xué)教學(xué)軟件涌現(xiàn)出來，如Maple ,Mathematics ,Math lab，幾何畫板，超級(jí)畫板等軟件。由于這些數(shù)學(xué)教育軟件的用戶大部分是中小學(xué)教師，他們的計(jì)算機(jī)知識(shí)有限、對(duì)動(dòng)態(tài)幾何的認(rèn)知水平不高，對(duì)超級(jí)畫板的操作不了解等因素讓信息化教學(xué)舉步維艱，接受過專業(yè)培訓(xùn)的教師人數(shù)較少，對(duì)一系列的教育軟件操作水平低，遠(yuǎn)遠(yuǎn)達(dá)不到當(dāng)前信息化教學(xué)對(duì)教師的要求�；谶@一需求，通過Moodle平臺(tái)來構(gòu)建網(wǎng)絡(luò)教師培訓(xùn)平臺(tái)對(duì)教師進(jìn)行培訓(xùn)，能夠有效的解決這一問題。鑒于此，筆者確定了本研究的主題和內(nèi)容，即在Moodle平臺(tái)上設(shè)計(jì)超級(jí)畫板的網(wǎng)絡(luò)課程。 本研究分為四個(gè)部分: 第一部分，筆者梳理了國內(nèi)外的網(wǎng)絡(luò)遠(yuǎn)程教育的發(fā)展現(xiàn)狀與課程設(shè)計(jì)所采用的模式，界定了拋錨式在線學(xué)習(xí)模式的概念和特點(diǎn)，明確了本研究的研究目標(biāo)和方法。 第二部分，筆者總結(jié)了超級(jí)畫板培訓(xùn)工作的相關(guān)研究和研究現(xiàn)狀以及拋錨式在線學(xué)習(xí)模式的理論基礎(chǔ)，分析了學(xué)校面授培訓(xùn)中所采用的參與式培訓(xùn)、混合式學(xué)習(xí)等培訓(xùn)理念和方法，歸納了基于拋錨式在線學(xué)習(xí)模式的網(wǎng)絡(luò)課程設(shè)計(jì)方法。 第三部分，筆者分析了適合拋錨式在線學(xué)習(xí)模式網(wǎng)絡(luò)課程的開發(fā)平臺(tái)，，并選用Moodle平臺(tái)設(shè)計(jì)開發(fā)了一門基于拋錨式在線學(xué)習(xí)模式的網(wǎng)絡(luò)課程：超級(jí)畫板，結(jié)合這個(gè)案例，根據(jù)中小學(xué)數(shù)學(xué)新大綱，使用超級(jí)畫板制作相關(guān)范圍內(nèi)的例題，以供培訓(xùn)教師參照使用，具體闡述了基于拋錨式在線學(xué)習(xí)模式的網(wǎng)絡(luò)課程設(shè)計(jì)方法；并對(duì)這個(gè)案例具體的開發(fā)和設(shè)計(jì)進(jìn)行了詳細(xì)的分析和研究，深入剖析了基于拋錨式在線學(xué)習(xí)模式的網(wǎng)絡(luò)課程的設(shè)計(jì)、開發(fā)和實(shí)施情況。 第四部分，筆者對(duì)拋錨式在線學(xué)習(xí)模式在超級(jí)畫板教師網(wǎng)絡(luò)培訓(xùn)中的教學(xué)實(shí)踐應(yīng)用進(jìn)行了總結(jié),在此平臺(tái)的實(shí)踐基礎(chǔ)上，提出一種新型的網(wǎng)絡(luò)課程培訓(xùn)模式即：以網(wǎng)絡(luò)課程為主，以面授為輔的綜合培訓(xùn)模式，然后對(duì)當(dāng)前的研究成果進(jìn)行展望。
[Abstract]:With the progress of society and the development of education, information technology has become one of the most important factors affecting the quality of mathematics education in China. In this context, a large number of excellent mathematics teaching software emerged, such as Maple, Mathematics, Math lab, geometric Sketchpad, Super Sketchpad and so on. Because most of the users of these mathematics education software are primary and secondary school teachers, their computer knowledge is limited, their cognitive level of dynamic geometry is not high, and they do not understand the operation of super drawing board, which makes information teaching difficult. The number of teachers who have received professional training is relatively small, and the operation level of a series of educational software is low, which is far from reaching the requirements of the current information teaching for teachers. Based on this demand, this paper constructs a network teacher training platform to train teachers through Moodle platform, which can effectively solve this problem. In view of this, the author determines the subject and content of this study, that is, designing the network course of Super Sketchpad on Moodle platform. This research is divided into four parts: the first part, the author combs the domestic and foreign network distance education development present situation and the curriculum design adoption pattern, has defined the anchor type online learning pattern concept and the characteristic. The research objectives and methods of this study are clarified. In the second part, the author summarizes the relevant research and research status of Super Sketchpad training and the theoretical basis of anchored online learning model, and analyzes the participatory training used in face-to-face training. Based on mixed learning and other training concepts and methods, this paper summarizes the design method of online course based on anchor online learning mode. In the third part, the author analyzes the development platform of the network course suitable for the anchored online learning mode, and designs and develops an online course based on the anchor online learning model: Super Sketchpad, which is based on the Moodle platform. According to the new outline of mathematics in primary and middle schools, using super drawing board to make examples in the relevant scope, for the reference of training teachers, this paper expounds the design method of network course based on anchored online learning mode. The development and design of this case are analyzed and studied in detail, and the design, development and implementation of the online course based on the anchored online learning model are deeply analyzed. In the fourth part, the author summarizes the application of the anchored online learning mode in the network training of super drawing board teachers, and on the basis of the practice of this platform, This paper proposes a new training mode of network course, that is, the comprehensive training mode, which is mainly based on network course and supplemented by personal instruction, and then prospects the current research results.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃榮懷,張燕,張進(jìn)寶;基于學(xué)習(xí)策略的大學(xué)生網(wǎng)上學(xué)習(xí)活動(dòng)設(shè)計(jì)——“多媒體技術(shù)”課程教學(xué)案例[J];電化教育研究;2003年08期

2 葉海松;季雋;;Moodle的二次開發(fā)與設(shè)計(jì)[J];電化教育研究;2007年04期

3 許曉安;;國家精品課程建設(shè)對(duì)網(wǎng)絡(luò)教育發(fā)展的啟示[J];電化教育研究;2007年08期

4 黃新斌;嚴(yán)曉玲;楊智勇;;我國遠(yuǎn)程教育精品課程研究的回顧與展望[J];湖南廣播電視大學(xué)學(xué)報(bào);2010年02期

5 和學(xué)新;教學(xué)策略的概念、結(jié)構(gòu)及其運(yùn)用[J];教育研究;2000年12期

6 高凌飚;關(guān)于過程性評(píng)價(jià)的思考[J];課程.教材.教法;2004年10期

7 楊英;王春芳;;發(fā)揮魔燈(Moodle)平臺(tái)在教師培訓(xùn)中的作用[J];信息技術(shù)教育;2007年04期

8 陳偉球;;創(chuàng)設(shè)教學(xué)情境 激發(fā)創(chuàng)新意識(shí)[J];西江教育論叢;2001年01期

9 葉志宏;;網(wǎng)絡(luò)課程的設(shè)計(jì)原則——對(duì)《中國法制史》網(wǎng)絡(luò)課程設(shè)計(jì)的思考[J];中國電化教育;2002年03期

10 余延冬;趙蔚;黃伯平;;Web2.0理念與數(shù)字化教育資源庫的深層次整合研究[J];中國電化教育;2009年04期

相關(guān)碩士學(xué)位論文 前4條

1 王沖;網(wǎng)絡(luò)課程資源整合研究[D];廣西師范大學(xué);2005年

2 嚴(yán)君;CSCL環(huán)境下的“同伴助學(xué)者”研究[D];上海師范大學(xué);2008年

3 田振;Moodle環(huán)境下基于問題學(xué)習(xí)（PBL）的研究[D];吉林大學(xué);2009年

4 崔維響;基于Web2.0的網(wǎng)絡(luò)課程設(shè)計(jì)[D];山東師范大學(xué);2009年

本文編號(hào)：2402773