本文關(guān)鍵詞：基于WWT平臺(tái)的天文教學(xué)模式研究　出處：《華中師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 天文教育 教學(xué)模式 WorldWide Telescope (WWT) 信息技術(shù) 探究 科學(xué)數(shù)據(jù) 創(chuàng)新

【摘要】：天文學(xué)是基礎(chǔ)科學(xué)之一,它對人類認(rèn)識(shí)宇宙及發(fā)展科學(xué)技術(shù)有重要意義。天文教育需要承擔(dān)起培養(yǎng)天文研究型人才,加強(qiáng)人們天文科學(xué)素養(yǎng)的重責(zé)。然而,我國當(dāng)前天文教育的結(jié)構(gòu)呈現(xiàn)倒掛的形式。教學(xué)過程還因教學(xué)對象的特殊性存在直接經(jīng)驗(yàn)有限、戶外觀測困難、以講授為主且缺乏趣味性和互動(dòng)性、專業(yè)師資匱乏、數(shù)字化教學(xué)資源零散等困難。天文教育研究相對落后,缺乏對天文教學(xué)模式的探討。在教育信息化快速發(fā)展的進(jìn)程中,信息技術(shù)與課程整合成為我國教育改革的新視點(diǎn)。本研究將在先進(jìn)的教育理論和思想的指導(dǎo)下,探討信息技術(shù)與天文教學(xué)整合的意義和方式、天文教學(xué)模式的內(nèi)容和建構(gòu)方法,突破信息技術(shù)在天文教學(xué)中作為演示工具的局限性,將天文教學(xué)變革為在信息技術(shù)的支持下發(fā)揮教師主導(dǎo)作用又能讓學(xué)生自主、探究、創(chuàng)新的教與學(xué)過程,提出適應(yīng)多種教學(xué)目標(biāo)和條件的信息化教學(xué)模式,有效改善天文教學(xué)的困境。WorldWide Telescope(以下簡稱WWT)是一款將空間及地面諸多大型望遠(yuǎn)鏡采集的真實(shí)科學(xué)數(shù)據(jù)整合在一起,通過可視化和無縫拼接等技術(shù)形成一個(gè)“虛擬現(xiàn)實(shí)”的全波段數(shù)字星空軟件�；谠撈脚_(tái),本研究建構(gòu)了三種新型的天文教學(xué)模式并實(shí)施教學(xué)實(shí)踐。具體研究內(nèi)容、方法和結(jié)論如下：(1)從建構(gòu)主義理論、多媒體學(xué)習(xí)認(rèn)知理論、多元智能理論以及基于科學(xué)數(shù)據(jù)的天文教育理念出發(fā)分析信息技術(shù)與天文教學(xué)整合的意義。以WWT為典型信息技術(shù),從技術(shù)的角度分析此平臺(tái)的特點(diǎn)和優(yōu)勢�？偨Y(jié)WWT與天文教學(xué)整合的具體方式,其中包括WWT作為學(xué)習(xí)對象、演示工具、個(gè)別輔導(dǎo)工具、資源環(huán)境、信息加工工具與知識(shí)建構(gòu)工具、研發(fā)工具的多層次整合方式。在實(shí)際天文教學(xué)過程中將更深層次的整合作為目標(biāo)。(2)按要素分析的方法解讀天文教學(xué)模式的主要內(nèi)容。天文教學(xué)模式的理論基礎(chǔ)離不開信息技術(shù)與天文教學(xué)整合的理論,以及對現(xiàn)代教學(xué)起重要作用的學(xué)習(xí)理論；教學(xué)的目標(biāo)是利用信息技術(shù)(WWT)實(shí)現(xiàn)既能發(fā)揮教師主導(dǎo)作用又能讓學(xué)生自主、探究、創(chuàng)新的教與學(xué)方式,提高教學(xué)效果、培養(yǎng)天文信息素養(yǎng)(特別是數(shù)據(jù)素養(yǎng))及其它能力；操作程序視具體的教學(xué)模式而定：實(shí)現(xiàn)條件則是從教師、學(xué)生、媒體、內(nèi)容進(jìn)行分析和補(bǔ)充；評價(jià)方式則注重過程性和多元性。(3)初步提出三種教學(xué)模式的建構(gòu)方法。理論-演繹法是指從教學(xué)理論與教學(xué)思想出發(fā),結(jié)合具體的教學(xué)目標(biāo)設(shè)計(jì)相應(yīng)教學(xué)模式的方法；借鑒-創(chuàng)新法是指教師借鑒已有的成熟的教學(xué)模式,結(jié)合新課程的教學(xué)內(nèi)容,融會(huì)貫通地實(shí)施教學(xué)并實(shí)現(xiàn)創(chuàng)新。它包括遷移式創(chuàng)新和整合式創(chuàng)新；經(jīng)驗(yàn)-歸納法是指教師通過長期的教學(xué)實(shí)踐發(fā)現(xiàn)自己或他人的教學(xué)存在某種模式,按照教學(xué)模式的五要素總結(jié)出新教學(xué)模式的方法。這三種方法也是本研究建構(gòu)具體天文教學(xué)模式時(shí)所采用的方法。(4)建構(gòu)混合講-探-創(chuàng)的天文教學(xué)模式并進(jìn)行教學(xué)實(shí)踐�；诖髮W(xué)天文選修課改革的需求,在講授、探索、創(chuàng)新、混合學(xué)習(xí)等教學(xué)理論與思想的指導(dǎo)下,本研究利用理論-演繹法建構(gòu)出此混合型模式。該模式是一種半開放式的課堂教學(xué),既保留了傳統(tǒng)講授式課堂教學(xué)傳授大量知識(shí)的優(yōu)越性,又提供了探索式學(xué)習(xí)的機(jī)會(huì),還為學(xué)生創(chuàng)作創(chuàng)新提供平臺(tái)。在實(shí)施教學(xué)實(shí)踐后,本研究分析了學(xué)生作品,發(fā)現(xiàn)絕大多數(shù)學(xué)生能綜合利用信息技術(shù)獨(dú)立創(chuàng)作漫游作品,展現(xiàn)所學(xué)知識(shí)與創(chuàng)意。通過問卷調(diào)查,得知學(xué)生認(rèn)同WWT軟件的應(yīng)用、課程的設(shè)置及期末考核的方式。這些都初步證明了混合講-探-創(chuàng)的天文教學(xué)模式的有效性。(5)本研究利用借鑒-創(chuàng)新法建構(gòu)出基于項(xiàng)目的天文探究教學(xué)模式,結(jié)合天文學(xué)科特色提出實(shí)現(xiàn)條件。該模式既具備項(xiàng)目學(xué)習(xí)的基本特征與優(yōu)勢,又非常適應(yīng)在當(dāng)前倒掛的天文教育結(jié)構(gòu)中開展教學(xué)。在實(shí)施基于大學(xué)生“探究中國古星圖”項(xiàng)目教學(xué)實(shí)踐后,本研究展開了訪談?wù){(diào)查。結(jié)果顯示,學(xué)生學(xué)習(xí)到中國星空知識(shí)和探究方法,提高了對天文的興趣以及信息素養(yǎng),證明了此天文探究教學(xué)模式的有效性。在此項(xiàng)目中,利用WWT可視化中國古星圖是一種極具創(chuàng)新性的研究成果,它不僅被應(yīng)用于天文教學(xué)的研究性訓(xùn)練,它對我國傳播中國古星圖文化有重要意義。(6)本研究利用經(jīng)驗(yàn)-歸納法,基于在美國中學(xué)實(shí)施“月相與食”的WWT VizLab教學(xué)研究,建構(gòu)出基于交互式漫游的天文輔導(dǎo)教學(xué)模式。該教學(xué)模式在VizLab教學(xué)過程中體現(xiàn)出輔導(dǎo)功能以及多種優(yōu)勢,例如有效避免實(shí)物模型缺陷,幫助知識(shí)建構(gòu),突破時(shí)空限制,節(jié)省教師工作量,實(shí)現(xiàn)自適應(yīng)學(xué)習(xí)。本研究提出了輔導(dǎo)式交互漫游的設(shè)計(jì)框架,并衍生出練習(xí)式交互漫游。綜上所述,本研究是從理論和實(shí)踐兩個(gè)維度對基于WorldWide Telescope的天文教學(xué)模式的建構(gòu)與實(shí)踐展開探索。它是根據(jù)信息技術(shù)(WWT)在天文教育中的優(yōu)勢,在先進(jìn)的教育理念和基于科學(xué)數(shù)據(jù)的天文教育思想的指導(dǎo)下,以現(xiàn)代學(xué)習(xí)理論為基礎(chǔ),以教學(xué)模式為落腳點(diǎn),建構(gòu)天文教學(xué)的理論與實(shí)踐框架。本研究提出的天文教學(xué)模式內(nèi)容、建構(gòu)方法以及三種具體的教學(xué)模式能被廣泛應(yīng)用于天文教學(xué),體現(xiàn)了本研究在天文教育中的意義和教育技術(shù)學(xué)研究領(lǐng)域的創(chuàng)新。
[Abstract]:Astronomy is one of the basic sciences. It is of great significance to the understanding of the universe and the development of science and technology. Astronomy education need to undertake training of astronomical research talents, strengthen the responsibility to the people in astronomical science literacy. However, the structure of astronomical education in China is in the form of upside down. Due to the particularity of teaching objects, teaching process is limited by direct experience, difficult outdoor observation, lectures, lack of interest and interaction, lack of professional teachers and scattered digital teaching resources. The study of astronomical education is relatively backward, and there is a lack of discussion on the teaching model of astronomy. With the rapid development of education in the process of information, information technology and curriculum integration is a new perspective of China's education reform. In this study, the advanced education theory and under the guidance of the concept, content and method of construction of meaning and style, to explore the integration of information technology and the teaching of astronomy astronomy teaching mode, breakthrough of information technology as a tool and demonstrates the limitations in the astronomy teaching, teaching astronomy will change as teachers play a leading role in the support of information technology and let the students autonomy, inquiry and innovation of the teaching and learning process, put forward a variety of teaching conditions and adapt to the target information teaching pattern, improve the astronomical teaching difficulties. WorldWide Telescope (hereinafter referred to as WWT) is a real digital data collected from many large telescopes on the ground and surface. It is a virtual reality full band digital star software through visualization and seamless stitching technology. Based on this platform, three new types of astronomical teaching models are constructed and the teaching practice is implemented in this study. The specific research contents, methods and conclusions are as follows: (1) from the perspective of constructivism, multimedia learning cognition theory, multiple intelligence theory and astronomical education concept based on scientific data, the significance of integrating information technology with astronomical teaching is analyzed. Taking WWT as the typical information technology, the characteristics and advantages of this platform are analyzed from the point of view of technology. The specific ways to integrate WWT with astronomy teaching are summarized, including WWT as a learning object, presentation tools, individual tutoring tools, resources and environment, information processing tools, knowledge building tools, and R & D tools. In the actual astronomical teaching process, the integration of the deeper level will be the goal. (2) the main content of the teaching model of astronomy is interpreted according to the method of factor analysis. The theoretical basis of astronomy teaching mode cannot do without the integration of information technology and astronomical teaching theory, and plays an important role in the learning theory on modern teaching; teaching goal is to use information technology (WWT) can not only realize the teachers play a leading role and make students autonomy, inquiry and innovative way of teaching and learning, improve the teaching effect culture, astronomical information literacy (especially data literacy) and other abilities; operating procedures depending on the specific teaching mode and implementation conditions are analyzed and from teachers and students, media, content; evaluation is focused on process and diversity. (3) preliminarily put forward the construction methods of the three teaching modes. The theory of deductive method is starting from the teaching theory and teaching ideas, methods combined with specific teaching goal design corresponding teaching mode; reference innovation method refers to teachers using the existing mature teaching mode, combining with the teaching content of the new curriculum, teaching in practice and innovation to achieve mastery. It includes the migration of innovation and integrated innovation; experience induction is refers to the teacher found a pattern of themselves or others teaching through the long-term teaching practice, according to the five elements of the teaching mode and summarizes the methods of the new teaching model. These three methods are also the methods used in the construction of specific astronomical teaching models in this study. (4) to construct an astronomical teaching model of mixed talk - Exploration and creation and to carry out teaching practice. Based on the needs of the reform of astronomy elective courses, guided by teaching theories, such as teaching, exploration, innovation and blended learning, this study constructed the hybrid mode by using the theory deduction method. This mode is a semi open classroom teaching, which not only preserves the superiority of traditional lecture teaching, but also provides the opportunity for exploratory learning, and also provides a platform for students to create innovation. After carrying out the teaching practice, this study analyzes student works, and finds that most students can independently create wandering works by using information technology and show their knowledge and creativity. Through the questionnaire survey, we know that students agree with the application of WWT software, the setting of curriculum and the way of final examination. All of these have preliminarily proved the effectiveness of the mixed - talk - Exploration - creation model of astronomy. (5) this study uses the method of reference and innovation to construct an astronomical inquiry teaching model based on the project, and combines the characteristics of the astronomical subject to put forward the realization conditions. The model not only has the basic characteristics and advantages of project learning, but also is very suitable for teaching in the current inverted astronomical education structure. After the implementation of the teaching practice of "exploring the Chinese ancient star map" based on the college students, this study launched an interview survey. The results show that students learn Chinese star knowledge and inquiry methods, improve their interest in astronomy and information literacy, and prove the effectiveness of this astronomical inquiry teaching mode. In this project, using WWT to visualize Chinese ancient star map is a very innovative research achievement. It is applied not only to the research training of astronomical teaching, but also to the spread of Chinese ancient star culture in China. (6) this study using empirical induction, based on the middle school in the United States to implement the "moon and food" WWT VizLab teaching research, constructs the teaching mode of interactive walkthrough based on astronomical guidance. The teaching model embodies the guidance function and many advantages in the course of VizLab teaching, for example, to effectively avoid the defects of the physical model and help the teaching process.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G434;P1-4
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本文編號：1345324