本文關(guān)鍵詞： 中小學(xué)教師培訓(xùn) 微課程 ARCS模型 視頻彈幕　出處：《東北師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：隨著其社會(huì)功能、素質(zhì)要求、職業(yè)特征等不斷發(fā)展,教師逐漸成為專門的職業(yè),且專業(yè)化特征不斷增強(qiáng)。實(shí)踐證明,促進(jìn)教師專業(yè)發(fā)展是提升國民教育質(zhì)量的根本保障和有效途徑。中小學(xué)教師培訓(xùn)旨在架構(gòu)支持中小學(xué)教師終身學(xué)習(xí)的培訓(xùn)環(huán)境,著力促進(jìn)中小學(xué)教師專業(yè)發(fā)展,不斷提高我國基礎(chǔ)教育水平。較傳統(tǒng)面授式培訓(xùn)相比,當(dāng)前結(jié)合新媒體技術(shù)和網(wǎng)絡(luò)技術(shù)的中小學(xué)教師培訓(xùn)的教學(xué)時(shí)空更為無縫和開放,一方面有效促進(jìn)了教師實(shí)踐共同體的培育和發(fā)展,另一方面有效支持了教師教育優(yōu)質(zhì)資源的生成、凝聚與共享。然而,隨著中小學(xué)教師培訓(xùn)實(shí)施的不斷深入,培訓(xùn)過程中的諸多問題愈發(fā)突顯,中小學(xué)教師培訓(xùn)內(nèi)容與方式亟待變革�；谝曨l媒體的微課程具有目標(biāo)、內(nèi)容和時(shí)長微型化的特點(diǎn),便于網(wǎng)絡(luò)傳輸和碎片化學(xué)習(xí),重視情境創(chuàng)設(shè)和學(xué)習(xí)遷移,使其成為推動(dòng)教師培訓(xùn)改革的新動(dòng)力。為了促進(jìn)微課程在教師培訓(xùn)中發(fā)揮優(yōu)勢,需要對其立足于教學(xué)原理給予精心的設(shè)計(jì)。本研究基于ARCS模型從激發(fā)與維持學(xué)習(xí)動(dòng)機(jī)的角度對微課程的目標(biāo)、內(nèi)容和交互提出設(shè)計(jì)策略,并結(jié)合中小學(xué)教師實(shí)際需求開發(fā)一系列教師培訓(xùn)微課程,研究ARCS模型視角下提出的設(shè)計(jì)策略對提升學(xué)習(xí)效果和促進(jìn)學(xué)習(xí)遷移的積極作用。論文共分為七章:第一章,介紹了教師培訓(xùn)微課程設(shè)計(jì)的研究背景,對本研究涉及的核心概念進(jìn)行界定,并闡述了本研究的目標(biāo)、內(nèi)容和意義,以及研究方法和研究框架。第二章,在研究現(xiàn)狀述評(píng)部分的探討中,一方面通過考察國內(nèi)外教師培訓(xùn)發(fā)展特征,為探討教師培訓(xùn)發(fā)展中微課程應(yīng)用的必要性與可行性奠定現(xiàn)實(shí)基礎(chǔ);另一方面通過考察教師培訓(xùn)相關(guān)研究現(xiàn)狀,為教師培訓(xùn)微課程設(shè)計(jì)提供研究基礎(chǔ)。第三章,以高中信息技術(shù)教師為例調(diào)查其學(xué)習(xí)需求。基于ARCS模型視角,分別從注意維度、關(guān)聯(lián)性維度、自信心維度和滿意度維度對高中信息技術(shù)教師進(jìn)行了培訓(xùn)微課程的需求調(diào)查與分析。第四章和第五章,在ARCS模型視角下,提出中小學(xué)教師培訓(xùn)微課程目標(biāo)、內(nèi)容和交互設(shè)計(jì)的策略:1.微課程目標(biāo)設(shè)計(jì)應(yīng)突出目標(biāo)的“明晰性”與“關(guān)聯(lián)性”;2.微課程內(nèi)容設(shè)計(jì)應(yīng)強(qiáng)調(diào)內(nèi)容的適切性與趣味性;3.微課程交互活動(dòng)應(yīng)重視“人機(jī)互動(dòng)”和“人際互動(dòng)”。并針對微課程以視頻為載體、注重情景創(chuàng)設(shè)等特點(diǎn),提議利用視頻彈幕技術(shù)支持微課程的交互。第六章,基于前面章節(jié)提出的微課程設(shè)計(jì)策略,在實(shí)踐層面設(shè)計(jì)并開發(fā)教師培訓(xùn)微課程,通過體驗(yàn)式學(xué)習(xí)及體驗(yàn)調(diào)查來驗(yàn)證理論設(shè)計(jì)的科學(xué)性與合理性,并從ARCS模型的角度分析本研究提出的微課程設(shè)計(jì)策略在激發(fā)學(xué)習(xí)動(dòng)機(jī)方面的促進(jìn)作用。第七章,對本次研究進(jìn)行總結(jié):微課程為教師學(xué)習(xí)提供了新的資源,微課程的應(yīng)用為教師培訓(xùn)提供了新的路徑;ARCS模型為教師培訓(xùn)微課程設(shè)計(jì)提供理論支撐;應(yīng)采用適當(dāng)?shù)募夹g(shù)支持微課程教學(xué)交互。本次研究的不足之處在于理論設(shè)計(jì)與分析的視角、調(diào)研與應(yīng)用實(shí)驗(yàn)范圍都需要進(jìn)一步擴(kuò)展。未來研究中將進(jìn)一步關(guān)注應(yīng)用研究,推動(dòng)社會(huì)化媒體的交互應(yīng)用,重視面向教師網(wǎng)絡(luò)學(xué)習(xí)能力培訓(xùn)的微課程應(yīng)用研究。
[Abstract]:Along with the social function, quality, characteristics of occupation development, teachers gradually become a specialized occupation, and constantly enhance the professional characteristics. In practice, to promote teachers' professional development is the fundamental guarantee and effective way to improve the quality of national education. The purpose of supporting teachers lifelong learning teachers training training environment, focus on to promote teachers' professional development, and constantly improve the level of basic education in our country. Compared to the traditional face-to-face training, the combination of primary and middle school teachers' training of new media technology and network technology in the teaching space more seamless and open hand, effectively promote the cultivation and development of teachers' community of practice, on the other hand to generate effective support the quality of teacher education resources, cohesion and sharing. However, with the implementation of teachers' training unceasingly, many problems in the process of training more and more Highlight, teacher training in primary and middle schools and urgent change. The micro course video media based on objectives, contents and features of long miniaturization, easy for network transmission and the fragmentation of learning, pay attention to the creation of situation and transfer of learning, make it become a new power to promote the reform of teacher training. In order to promote the advantages of micro course in teachers the need for training, based on the teaching principle given careful design. The aim of this study is based on the ARCS model to stimulate and maintain the learning motivation from the perspective of micro curriculum, content and interactive design strategies were proposed, and combined with the actual needs of teachers in primary school teacher training curriculum development of a series of micro, the proposed design strategy research under ARCS model the positive role to improve the learning efficiency and promote the transfer of learning. The thesis is divided into seven chapters: the first chapter introduces the research background of teacher training curriculum design of the micro. The definition of core concepts involved, and introduces the research goal, content and significance, and research methods and research framework. The second chapter discusses the status quo of the research, in part, on the one hand through the study of characteristics of the development of domestic and foreign teacher training, which lays a foundation for the necessity and feasibility of application of micro course of teachers' training the development of; on the other hand through the study of current teacher training related research, and provide basis for the study of teacher training for micro course design. In the third chapter, the high school information technology teachers as an example to investigate their learning needs. From the perspective of ARCS model, respectively from the attention dimension, correlation dimension, dimension of confidence and satisfaction dimensions were investigated and analyzed the training course of micro demand of high school information technology teachers. The fourth chapter and the fifth chapter, in the view of ARCS model, the proposed micro curriculum teachers' training, content Strategy and interaction design: 1. micro curriculum objectives should be designed to highlight the goal of "clarity" and "relevance"; 2. micro curriculum design should emphasize the content relevance and interest; 3. micro course interactive activities should pay attention to "human-computer interaction" and "human interaction". According to the micro course video carrier focus on the characteristics, the creation of scenarios, interactive offers support micro courses using video barrage technology. In the sixth chapter, the micro curriculum design strategy is put forward based on the previous chapters, in the practice of the design and development of teacher training in micro courses, through experiential learning experience and investigation to verify the theory of science and rationality of design, and to analyze the role of micro the curriculum design strategy proposed in this study to stimulate learning motivation from the perspective of the ARCS model. The seventh chapter is the summary of this study: the micro course provides new resources for teachers' learning, micro Provides a new path for the application of teacher training courses; to provide theoretical support for the teacher training model of ARCS micro curriculum design; technical support should adopt appropriate micro teaching interaction. The limitations of the study lies in the design and analysis of theory, research and application of the scope needs to be further expanded. Future research will further concern applied research, to promote the interaction of social media applications, pay attention to the study of micro course application oriented teacher network learning ability training.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G434;G635.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 胡淼;;21世紀(jì)法國中小學(xué)教師專業(yè)能力標(biāo)準(zhǔn)探析[J];比較教育研究;2011年08期

2 馬曉玲;王蓉;李璐;王濟(jì)軍;劉美鳳;;中小學(xué)信息技術(shù)教師能力素質(zhì)結(jié)構(gòu)研究[J];中國電化教育;2011年03期

3 賈居堅(jiān);;中小學(xué)教師教育技術(shù)能力培訓(xùn)教學(xué)策略研究[J];中國電化教育;2011年03期

4 田鳳秋;王以寧;王永鋒;;復(fù)合式培訓(xùn)——提高中小學(xué)教師教育技術(shù)培訓(xùn)績效的新模式[J];中國教育信息化;2007年20期

5 張生;韓駿;王麗娜;齊媛;;中小學(xué)教師教育技術(shù)能力培訓(xùn)過程中的評(píng)價(jià)方式研究[J];中國電化教育;2007年04期

6 郭紅陽;劉丙利;;中小學(xué)教師教育技術(shù)能力的培訓(xùn)遷移[J];中國電化教育;2007年04期

7 熊建輝;趙麗;;全球視野中的教師專業(yè)發(fā)展與能力建設(shè)[J];開放教育研究;2007年01期

，

本文編號(hào)：1508597