本文關(guān)鍵詞：中學(xué)信息技術(shù)校本微課的設(shè)計(jì)與應(yīng)用研究　出處：《湖北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：校園網(wǎng)絡(luò)和在線平臺(tái)發(fā)展,智能化設(shè)備層出不窮。信息技術(shù)課堂越來越多地向數(shù)字化、網(wǎng)絡(luò)化發(fā)展。筆者利用微課結(jié)合校園課堂環(huán)境、移動(dòng)環(huán)境等多種環(huán)境下綜合實(shí)踐教學(xué)模式,研究信息技術(shù)校本微課在教學(xué)實(shí)踐中的設(shè)計(jì)與應(yīng)用。本文含五個(gè)部分,其中第一部分,分析國內(nèi)外研究現(xiàn)狀和資源平臺(tái),厘清校本微課的定義和特點(diǎn)。第二部分,調(diào)查一線教師設(shè)計(jì)開發(fā)微課、教學(xué)應(yīng)用的現(xiàn)狀,總結(jié)反思,提出應(yīng)對(duì)策略。第三部分,結(jié)合信息技術(shù)學(xué)科特點(diǎn),立足實(shí)際課堂教學(xué),闡述校本微課的設(shè)計(jì)流程與開發(fā)方式,提出設(shè)計(jì)思路和問題解決策略。第四部分,以黃石市某初中2班一組,分兩對(duì)認(rèn)知水平相近的班級(jí)展開對(duì)比分析實(shí)驗(yàn)。以趣味編程“scratch的認(rèn)識(shí)與學(xué)習(xí)”系列微課為例,通過課堂前測和課堂后測、問卷調(diào)查,比較研究應(yīng)用微課教學(xué)后學(xué)生的學(xué)習(xí)效果。用訪談法對(duì)師生關(guān)于微課教學(xué)的體會(huì)與評(píng)價(jià)進(jìn)行調(diào)查,研究發(fā)現(xiàn),多種教學(xué)環(huán)境下利用微課的學(xué)習(xí)能夠提升學(xué)生學(xué)習(xí)動(dòng)機(jī),學(xué)習(xí)效果更突出。第五部分總結(jié)與反思,為構(gòu)建校園特色的信息技術(shù)教學(xué)理念和教學(xué)模式,提供自己的建議。
[Abstract]:With the development of campus network and online platform, intelligent equipments emerge in endlessly. The information technology classroom is more and more digitalized and networked. This paper studies the design and application of information technology school-based micro-lesson in teaching practice. This paper includes five parts, the first part of which is the first part. Analysis of domestic and foreign research status and resource platforms, clarify the definition and characteristics of school-based micro-lesson. Part two, survey the front-line teachers design and development of micro-curriculum, teaching applications, summarize and reflect. The third part, combined with the characteristics of information technology, based on the actual classroom teaching, expounds the design process and development mode of school-based micro-lesson, and puts forward the design ideas and problem-solving strategy. 4th. Taking a group of class 2 in a middle school in Huangshi city as an example, a series of micro-courses of scratch are taken as an example, which is divided into two pairs of classes with similar cognitive level. Through the classroom pre-test and post-classroom test, questionnaire survey, the comparative study of the application of micro-lesson teaching students' learning results, using interviews to teachers and students about micro-teaching experience and evaluation of the survey, the study found. In order to construct the information technology teaching concept and teaching mode of campus characteristic, 5th part summarizes and reflects on the learning motivation and learning effect of students can be enhanced by using microcourse under various teaching environment. Give your own advice.
【學(xué)位授予單位】：湖北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.67

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳明選;鄧U，

本文編號(hào)：1365719