本文關(guān)鍵詞：微電影介入班級管理的實踐研究　出處：《江蘇大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 微電影 班級管理 途徑 創(chuàng)新

【摘要】：創(chuàng)新是班級管理工作不斷豐富和發(fā)展的源泉。班級管理中一些常規(guī)的方法顯得低效無力,已不能適應(yīng)在新媒體環(huán)境中成長起來的新生代學(xué)生群體。為此班級管理要與時俱進(jìn),不斷研究新的形勢,根據(jù)學(xué)生的成長特點不斷提升班級管理的理念和方法。微電影作為一種技術(shù)手段,用紀(jì)實的手法記錄學(xué)生成長的過程,讓學(xué)生得以對現(xiàn)實中的自己多一份覺察,用創(chuàng)造的手法虛擬一個美好的角色引領(lǐng)學(xué)生朝著美好的未來而前行。微電影可以固化定格學(xué)生成長的片段,讓學(xué)生成為故事的主角,充分利用學(xué)生自身的素材對其進(jìn)行自我教育。微電影作為一門綜合藝術(shù),聚合大量的資源,可以培養(yǎng)學(xué)生團(tuán)隊合作精神。微電影同時也是一種信息傳播方式,借助于網(wǎng)絡(luò)傳播方式,學(xué)生們也可以擴(kuò)大自身的交際范圍,在更大的場域和周圍的世界產(chǎn)生聯(lián)結(jié)和互動,從而實現(xiàn)班級內(nèi)部各種資源的合理流動。因此,以微電影為切入點將為班級管理提供新的生長點。本文依托相關(guān)理論,以期通過對新型班級管理模式的構(gòu)建探究中職班級管理工作創(chuàng)新的新途徑。基于理論訴求和現(xiàn)實期待,本文集中探討以下五個部分內(nèi)容:第一部分緒論介紹本文的研究背景、研究思路,以及國內(nèi)外相關(guān)研究成果。第二部分對微電影介入班級管理的可行性進(jìn)行分析。介紹微電影的內(nèi)涵與特點,微電影與班級管理連接的可行性分析。第三部分對微電影介入班級管理的途徑進(jìn)行建構(gòu)。這部分以班級組建之初,班級發(fā)展階段,班級解體階段為限闡述微電影介入班級管理的具體方式。從初期被動的欣賞,中期的主動參與,后期的自主發(fā)展等方面闡述了微電影作為一個外部因素是如何與固有的模式產(chǎn)生連接的。第四部分對微電影介入班級管理所產(chǎn)生的影響和改變的分析。分別從近期與遠(yuǎn)期,學(xué)生和教師兩個維度進(jìn)行分析,分析總結(jié)經(jīng)驗,為今后的研究提供支撐。第五部分對微電影介入班級管理的問題和思考,探究如何與現(xiàn)行班級管理有效對接以及實施中各種變量的處理等,并提出相應(yīng)的對策。
[Abstract]:Innovation is the source of the continuous enrichment and development of class management, and some conventional methods in class management are inefficient. Can not adapt to the new generation of students growing up in the new media environment. Therefore, class management should keep pace with the times, constantly study the new situation. According to the characteristics of students' growth, the concept and method of class management are constantly promoted. As a technical means, micro-film records the process of students' growth by documentary method, so that students can be aware of themselves in reality. Using creative techniques to virtual a beautiful role to lead students towards a better future. Micro film can solidify the growth of fixed students, let students become the protagonist of the story. Microfilm, as a comprehensive art, aggregates a large number of resources, can cultivate the spirit of team cooperation of students. Microfilm is also a way of information dissemination. With the help of network communication, students can also expand their own communication scope, in a larger field and the world around the connection and interaction, so as to achieve a reasonable flow of resources within the class. Micro film as a starting point will provide a new growth point for class management. Through the construction of a new class management model to explore a new approach to the innovation of secondary vocational class management, based on theoretical demands and realistic expectations. This paper focuses on the following five parts: the first part of the introduction introduces the research background, research ideas. As well as domestic and foreign related research results. The second part analyzes the feasibility of micro-film intervention in class management. Introduces the connotation and characteristics of micro-film. The third part constructs the approach of micro-film intervention in class management. This part is based on the beginning of class formation, class development stage. The stage of class disintegration is limited to elaborate the specific ways of micro-film intervention in class management. From the initial passive appreciation, the medium-term active participation. This paper expounds how micro film, as an external factor, is connected with the inherent mode in the later period of independent development. Part 4th analyzes the influence and change of micro film intervention in class management. Period and forward. Students and teachers of the two dimensions of analysis, analysis and summary of experience, for future research to provide support. 5th part of the micro-film intervention in class management problems and thinking. This paper probes into how to effectively connect with the current class management and how to deal with all kinds of variables in the implementation, and puts forward the corresponding countermeasures.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：J90-05;G715.1

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