本文選題：微課　切入點(diǎn)：資源　出處：《云南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：微課是以教學(xué)微視頻為核心載體,基于某個(gè)學(xué)科知識(shí)點(diǎn)或結(jié)合某個(gè)教環(huán)節(jié),精心設(shè)計(jì)和開發(fā)的微型學(xué)習(xí)資源。微課概念自提出后,便以其內(nèi)容簡短,知識(shí)點(diǎn)精煉,可以在移動(dòng)終端設(shè)備上利用零散時(shí)間不受地點(diǎn)限制進(jìn)行學(xué)習(xí),而倍受教育界的關(guān)注與研究。伴隨著微課研究的深入,設(shè)計(jì)開發(fā)微課的流程也越來越規(guī)范化,每個(gè)學(xué)科的優(yōu)秀微課作品都有一定的積累,中學(xué)物理學(xué)科也不例外。如何選擇、獲取優(yōu)質(zhì)的中學(xué)物理微課資源并將其應(yīng)用于教學(xué)實(shí)踐中,使眾多的中學(xué)物理微課資源不被浪費(fèi)而發(fā)揮最大的輔助教學(xué)的作用,將會(huì)是目前一線教師和教學(xué)研究者面臨的問題。中學(xué)物理微課資源及資源庫建設(shè)的研究,是解決上述問題的有效辦法之一,具有重要實(shí)際意義。本研究完成了以下幾點(diǎn)工作:1.采用文獻(xiàn)法梳理了微課的國內(nèi)外研究現(xiàn)狀,界定了微課及其相關(guān)概念,挖掘了支持微課學(xué)習(xí)的相關(guān)理論;2.對(duì)國內(nèi)現(xiàn)有的中學(xué)物理微課資源進(jìn)行了調(diào)查與統(tǒng)計(jì);3.采用內(nèi)容分析法,選擇中國微課網(wǎng)、網(wǎng)易公開課和騰訊課堂三個(gè)典型平臺(tái)里中學(xué)物理微課資源為研究樣本,從資源特點(diǎn)和平臺(tái)建設(shè)兩個(gè)方面詳細(xì)分析了中學(xué)物理微課資源的建設(shè)情況和平臺(tái)建設(shè)現(xiàn)狀;4.基于中學(xué)物理微課資源的建設(shè)情況,提出了建設(shè)中學(xué)物理微課資源庫的構(gòu)想,并結(jié)合平臺(tái)建設(shè)現(xiàn)狀與資源庫建設(shè)存在的問題,分析了中學(xué)物理微課資源庫的功能、結(jié)構(gòu)和構(gòu)建目標(biāo),提出了中學(xué)物理微課資源庫的建設(shè)策略。研究結(jié)論如下。1.目前國內(nèi)現(xiàn)有的中學(xué)物理微課資源主要來源于微課大賽和學(xué)習(xí)平臺(tái)兩類,其中,微課大賽里的中學(xué)物理微課資源,選題緊扣教學(xué)、質(zhì)量參差不齊、依托網(wǎng)頁存在不便于獲取。學(xué)習(xí)平臺(tái)里的中學(xué)物理微課資源,系列性強(qiáng)、設(shè)計(jì)與制作技術(shù)成熟、依托平臺(tái)形式多樣化便于獲取,但摻雜盈利性質(zhì),并且來源不同的中學(xué)物理微課資源所依托的平臺(tái)都具有各自的優(yōu)點(diǎn)與不足。2.面對(duì)眾多“零散”“只開發(fā)不利用”的中學(xué)物理微課資源,建設(shè)一個(gè)獨(dú)立的、系統(tǒng)的、科學(xué)的中學(xué)物理微課資源庫非常有必要,它不僅能夠合理有效的管理現(xiàn)有中學(xué)物理微課資源,還能為廣大師生群體提供獲取優(yōu)質(zhì)中學(xué)物理微課資源的場(chǎng)所。3.中學(xué)物理微課資源庫的建設(shè)策略有統(tǒng)籌規(guī)劃策略、標(biāo)準(zhǔn)化建設(shè)策略、建設(shè)培訓(xùn)策略、梯級(jí)資源審核策略、多維激勵(lì)機(jī)制策略、資源組織結(jié)構(gòu)優(yōu)化策略、應(yīng)用平臺(tái)建設(shè)策略。此外,中學(xué)物理微課資源庫的建設(shè)是一項(xiàng)復(fù)雜的工程,在建設(shè)過程中要充分考慮中學(xué)物理學(xué)科特點(diǎn),克服傳統(tǒng)資源庫建設(shè)在的問題,借鑒成熟優(yōu)質(zhì)資源庫建設(shè)策略。
[Abstract]:Micro-lesson is a kind of micro-learning resource which is carefully designed and developed based on a subject knowledge point or a teaching link based on teaching micro-video as the core carrier. Since the concept of micro-lesson was put forward, its content is brief and the knowledge point is refined. We can use scattered time to learn on mobile terminal devices, but it has been paid more attention and research in education circles. With the deepening of micro-lesson research, the process of designing and developing micro-lessons is becoming more and more standardized. There is a certain accumulation of excellent micro-lesson works in each subject, and the physics course in middle school is no exception. How to select, obtain the high-quality physics micro-lesson resources in middle school and apply them to teaching practice, It will be a problem for teachers and teaching researchers to make many middle school physics microcourse resources not be wasted and play the most important role in auxiliary teaching. It is one of the effective methods to solve the above problems, and has important practical significance. This study has accomplished the following work: 1. Using the literature method to sort out the domestic and foreign research status of micro-lesson, define the micro-lesson and its related concepts, This paper excavates the relevant theories of supporting micro-lesson learning. 2. The investigation and statistics of the existing physics micro-lesson resources in middle schools in China 3.Using the content analysis method, choosing the Chinese micro-lesson network, The resources of middle school physics microlessons in the three typical platforms of NetEase open class and Tencent classroom are the research samples. This paper analyzes in detail the construction of physics microcourse resources and the status quo of platform construction from the two aspects of resource characteristics and platform construction. Based on the construction situation of physics microcourse resources in middle school, the paper puts forward the conception of constructing physics microcourse resource bank in middle school. Combined with the current situation of platform construction and the problems existing in the construction of resource base, this paper analyzes the function, structure and construction goal of the physics microcourse resource bank in middle school. This paper puts forward the construction strategy of middle school physics microlesson resource bank. The research conclusion is as follows: 1. At present, the existing middle school physics micro-lesson resources mainly come from micro-class contest and learning platform, among which, the middle school physics micro-lesson resources in micro-class competition. Subject selection is closely related to teaching, the quality is not uniform, relying on the existence of web pages is not easy to access. Learning platform in the middle school physics microcourse resources, series of strong, design and production technology mature, relying on the platform forms of diversification to facilitate access, However, the platform supported by the adulterated and profitable middle school physics microcourse resources has its own advantages and disadvantages. 2. In the face of many "scattered" middle school physics microcourse resources, which are only developed and not utilized, we should build an independent one. The systematic, scientific physics microcourse resource bank in middle school is very necessary. It can not only manage the existing physics micro-lesson resources reasonably and effectively, It can also provide a place for teachers and students to obtain high-quality physics microlesson resources in middle schools. The construction strategies of middle school physics microcourse resources bank include overall planning strategy, standardization construction strategy, construction training strategy, step resource audit strategy, etc. The strategy of multi-dimensional incentive mechanism, the strategy of optimizing resource organization structure, the strategy of constructing application platform. In addition, the construction of physics microcourse resource bank in middle school is a complex project, and the characteristics of physics subject in middle school should be fully considered in the course of construction. To overcome the problems existing in the construction of traditional resource banks and to learn from the mature construction strategy of high quality resource banks.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.7

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