本文選題：高職院校 + 機(jī)械制造　； 參考：《湖北工業(yè)大學(xué)》2017年碩士論文

【摘要】：高等職業(yè)院校是職業(yè)教育人才培養(yǎng)與技能學(xué)習(xí)的主要場(chǎng)所,隨著互聯(lián)網(wǎng)行業(yè)的蓬勃發(fā)展,學(xué)生的學(xué)習(xí)方式也邁入了微型學(xué)習(xí)。而微課的發(fā)展正改變著職業(yè)教育的教學(xué)形式與效果,但目前的研究大多停留在對(duì)其理念及普識(shí)性課程建設(shè)的闡釋,而高職院校機(jī)械制造類微課程的建設(shè)上,具備成系列、完整性的微乎其微。因此,本文從機(jī)械制造類微課程設(shè)計(jì)、開(kāi)發(fā)流程、微視頻制作、教輔資源建設(shè)與應(yīng)用等方面展開(kāi)研究,結(jié)合數(shù)控技術(shù)專業(yè)的《數(shù)控車編程與加工》微課程開(kāi)發(fā)與應(yīng)用實(shí)例,進(jìn)而闡釋建設(shè)成系列化的且可支持翻轉(zhuǎn)、混合、移動(dòng)、碎片化學(xué)習(xí)交互活動(dòng)的數(shù)字化學(xué)習(xí)微課程資源建設(shè)方法與應(yīng)用方式。首先,采用文獻(xiàn)研究法分析國(guó)內(nèi)外微課程建設(shè)的現(xiàn)狀,指出了高職學(xué)院機(jī)械制造類微課程建設(shè)與應(yīng)用存在的問(wèn)題。在此基礎(chǔ)上,提出了本課題研究的主要內(nèi)容和方法以及研究的意義。其次,結(jié)合數(shù)控技術(shù)專業(yè)的《數(shù)控車編程與加工》微課程建設(shè)與應(yīng)用存在的實(shí)際問(wèn)題進(jìn)行分析,構(gòu)建了開(kāi)發(fā)框架體系,選取了課程的一個(gè)微課開(kāi)發(fā)典型案例,對(duì)其微視頻及輔助的數(shù)字化學(xué)習(xí)資源等制作過(guò)程進(jìn)行剖析,并提煉了微課程開(kāi)發(fā)流程與原則。接著,以《數(shù)控車編程與加工》微課程為例,通過(guò)對(duì)應(yīng)用效果分析,從學(xué)生應(yīng)用反饋、微課程推廣應(yīng)用二個(gè)方面,分析了微課程的應(yīng)用效果,驗(yàn)證了微課程應(yīng)用方式的有效性。最后,得出了三點(diǎn)結(jié)論:本微課程建設(shè)研究體現(xiàn)了恰當(dāng)?shù)慕虒W(xué)設(shè)計(jì)理念,其開(kāi)發(fā)流程與原則實(shí)用。微課的設(shè)計(jì)要做到聚焦點(diǎn)小,知識(shí)與技能點(diǎn)微視頻要富有趣味性、可視化效果,傳播方式要靈活。微課程的應(yīng)用效果明顯,能為高職院校機(jī)械制造類微課程建設(shè)提供借鑒與示范作用。
[Abstract]:Higher vocational colleges are the main places for vocational education talents training and skill learning. With the rapid development of the Internet industry, students' learning style has also stepped into micro-learning. The development of micro-courses is changing the teaching form and effect of vocational education, but most of the current studies remain on the explanation of its concept and the construction of general courses. The construction of micro-courses of mechanical manufacturing in higher vocational colleges is of series. The integrity is minimal. Therefore, this paper studies the design, development process, microvideo production, construction and application of teaching auxiliary resources, and combines the development and application of "NC vehicle programming and Machining" in the field of numerical control technology. Then it explains the construction methods and application methods of digital learning micro-curriculum resources which can be serialized and can support flipping, mixing, moving and fragmenting interactive learning activities. Firstly, the present situation of microcurriculum construction at home and abroad is analyzed by the method of literature research, and the problems existing in the construction and application of microcurriculum of mechanical manufacturing in higher vocational colleges are pointed out. On this basis, the main contents and methods of this research and the significance of the research are put forward. Secondly, combining with the practical problems in the construction and application of the "NC vehicle programming and Machining" microcourse, the development framework system is constructed, and a typical case of micro-course development of the course is selected. The process of making micro video and digital learning resources is analyzed, and the developing process and principle of micro course are refined. Then, taking the micro-course "NC programming and Machining" as an example, through the analysis of the application effect, this paper analyzes the application effect of the micro-course from the aspects of students' application feedback and the popularization and application of the micro-course, and verifies the validity of the application mode of the micro-course. Finally, three conclusions are drawn: the research of micro curriculum construction embodies the proper teaching design idea, and its development process and principle are practical. The design of microcourse should be small focus, knowledge and skill point microvideo should be interesting, visual effect, communication mode should be flexible. The application effect of microcourse is obvious and can provide reference and demonstration for the construction of mechanical manufacturing microcourse in higher vocational colleges.
【學(xué)位授予單位】：湖北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：TH16-4;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 段麗華;吳王華;;安徽高校微課建設(shè)的現(xiàn)狀分析與發(fā)展對(duì)策研究[J];蚌埠學(xué)院學(xué)報(bào);2016年01期

2 劉曉梅;;基于微信的中職“Premiere視頻編輯”微課程建設(shè)的關(guān)鍵技術(shù)研究與實(shí)現(xiàn)[J];電子測(cè)試;2016年Z1期

3 張美霞;;微課程設(shè)計(jì)模式淺探[J];中國(guó)教育技術(shù)裝備;2015年22期

4 金子芬;;基于自主學(xué)習(xí)的錄屏式微課開(kāi)發(fā)與應(yīng)用[J];中國(guó)教育信息化;2015年20期

5 蒲曉莉;;微課程應(yīng)用于高職教育的思考[J];電子制作;2015年12期

6 張煥龍;胡士強(qiáng);楊國(guó)勝;;基于外觀模型學(xué)習(xí)的視頻目標(biāo)跟蹤方法綜述[J];計(jì)算機(jī)研究與發(fā)展;2015年01期

7 祝智庭;孫妍妍;;創(chuàng)客教育:信息技術(shù)使能的創(chuàng)新教育實(shí)踐場(chǎng)[J];中國(guó)電化教育;2015年01期

8 李立新;;高職院校微型課程的開(kāi)發(fā)與實(shí)施[J];教育與職業(yè);2014年35期

9 馬金鐘;;依托MOOC平臺(tái)的高校課程聯(lián)盟運(yùn)行機(jī)制及實(shí)施策略[J];中國(guó)電化教育;2014年12期

10 余宏亮;;說(shuō)課技能微課程設(shè)計(jì)的實(shí)施路徑[J];課程.教材.教法;2014年11期

相關(guān)重要報(bào)紙文章 前2條

1 卓尚棟;;課改，教師先改自己[N];中國(guó)教師報(bào);2014年

2 馬朝宏;;微課程:讓學(xué)習(xí)變得簡(jiǎn)單而有趣[N];中國(guó)教師報(bào);2012年

相關(guān)碩士學(xué)位論文 前2條

1 陶金;基于MOOC理念下微課程教學(xué)設(shè)計(jì)與實(shí)踐[D];重慶師范大學(xué);2015年

2 菅春葉;國(guó)內(nèi)外微課程的比較研究[D];上海師范大學(xué);2014年

，

本文編號(hào)：1838141