【摘要】：FLASH是一門操作性很強(qiáng)的課程，就此軟件而言，又是集實(shí)踐性、藝術(shù)性和創(chuàng)造性于一體的制作軟件。它已廣泛應(yīng)用于網(wǎng)頁制作、各種廣告宣傳、教學(xué)課件、MTV、動(dòng)畫片、各種各樣的賀卡、游戲娛樂等各領(lǐng)域。因此，針對(duì)要適應(yīng)當(dāng)前的就業(yè)形勢(shì)和社會(huì)的人才需求。中職生來說，如何讓他們除了掌握課程要求的知識(shí)與技能的同時(shí)，又能加強(qiáng)他們的學(xué)習(xí)能力、思考能力、創(chuàng)新能力及實(shí)踐能力，是每一個(gè)教師都應(yīng)該思考的問題。 本文是在中職《動(dòng)畫制作FLASH》課程講授中，運(yùn)用PBL教學(xué)模式來進(jìn)行實(shí)踐研究的。目的是想尋找一種教學(xué)模式，它既與中職培養(yǎng)目標(biāo)“培養(yǎng)既懂知識(shí)又有過硬實(shí)踐技能的實(shí)用型人才”相一致，同時(shí)又能培養(yǎng)學(xué)生學(xué)習(xí)的主動(dòng)性、積極性、創(chuàng)新能力、分析和解決實(shí)際問題的能力和激發(fā)學(xué)生學(xué)習(xí)的興趣。通過對(duì)宣化科技職業(yè)學(xué)院計(jì)算機(jī)專業(yè)班的專業(yè)課《動(dòng)畫制作FLASH》課程近幾年的教學(xué)實(shí)踐，發(fā)現(xiàn)傳統(tǒng)的教學(xué)模式，在某些意義上限制了培養(yǎng)學(xué)生的提出問題、分析問題與解決問題的能力，怎樣才能解決這些問題呢？如何提高學(xué)生對(duì)問題的綜合能力？ 本文通過對(duì)FLASH課程使用PBL教學(xué)模式的教學(xué)研究，，本研究主要從五章內(nèi)容來進(jìn)行闡述和驗(yàn)證PBL教學(xué)模式是適用于動(dòng)畫制作flash課程中的。即：第1章緒論，主要闡述中職學(xué)生的特點(diǎn)和中職動(dòng)畫制作flash的教學(xué)現(xiàn)狀及PBL國(guó)內(nèi)外研究現(xiàn)狀及發(fā)展勢(shì)及本文要研究的問題和研究的意義。第2章動(dòng)畫制作FLASH課程使用PBL教學(xué)的原因和方法，第3章基于PBL模式的中職《動(dòng)畫制作FLASH》的教學(xué)過程設(shè)計(jì)，第4章《動(dòng)畫制作FLASH》課程PBL教學(xué)設(shè)計(jì)實(shí)例及應(yīng)用分析，第5章結(jié)論和反思 通過研究發(fā)現(xiàn)，PBL模式適用于中職動(dòng)畫制作課程，并且能提高學(xué)生學(xué)習(xí)的積極性、主動(dòng)性、發(fā)現(xiàn)和解決問題的能力、創(chuàng)新能力、團(tuán)結(jié)合作的能力、交流溝通能力，能激發(fā)學(xué)生學(xué)習(xí)該課程的興趣，能主動(dòng)積極探究解決問題的方式和方法。學(xué)生能夠主動(dòng)獲取知識(shí)、應(yīng)用知識(shí)、在解決問題中達(dá)到知識(shí)的遷移和深化。改變了傳統(tǒng)教學(xué)中以“教”為主的教學(xué)模式，學(xué)生由被動(dòng)接受知識(shí)到主動(dòng)的獲取知識(shí)，達(dá)到整體知識(shí)的意義建構(gòu)，從而提高學(xué)生靈活應(yīng)用知識(shí)的能力。
[Abstract]:FLASH is a highly operational course. In this software, it is a software that integrates practicality, artistry and creativity. It has been widely used in web-making, various kinds of advertising, teaching courseware, MTV, cartoon, all kinds of card, game and entertainment. Therefore, in order to adapt to the current employment situation and the talent demand of society. For middle-grade students, how to make them know the knowledge and skills required by the course can strengthen their learning ability, thinking ability, innovation ability and practical ability. It is a question that every teacher should think about. In this paper, the PBL teaching mode is used to carry out the practice research in the teaching of FLASH> course. The purpose of this study is to find a teaching mode, which is not only in line with the "Developing practical talents with both knowledge and excellent practical skills" of the target of secondary vocational training, but also the ability to train the students' initiative, the initiative, the innovation ability, the ability to analyze and solve the actual problems and the students to study. Interest. Through the teaching practice in the recent years of the professional course of the computer professional class of the Xuanhua Science and Technology Vocational College, the traditional teaching mode is found, and in some sense, the raising questions, the analysis problems and the problems of the students are limited. Ability, how can I solve these questions What's the problem? How to improve the student's synthesis of the problem In this paper, through the research of PBL teaching mode for FLASH course, this study mainly expounds and verifies the PBL teaching mode from the content of five chapters, which is suitable for the animation to make flas The first chapter is the introduction of chapter 1, which mainly expounds the characteristics of middle-grade students and the current situation and development potential of the research and development of PBL at home and abroad, and the problems and problems to be studied in this paper. The meaning of the study. Chapter 2: The reason and method of using PBL teaching to make FLASH course. Chapter 3 is based on the teaching process design of FLASH> in the middle grade of PBL mode, Chapter 4 Course PBL Teaching Design Example and Application Analysis, Chapter 5 Chapter Conclusions and Rethinking It is found that the PBL model is suitable for middle-level animation production, and can improve the students' initiative, initiative, ability to discover and solve problems, innovation ability, ability to work together, communicate and communicate, and can inspire students Learn the interest of the course and actively explore the solution The way and way to solve the problem. Students can take the initiative to acquire knowledge, apply knowledge, and solve the problem The migration and deepening of the knowledge has changed the teaching mode which is the main "teach" in the traditional teaching, and the students receive the knowledge from the passive to the initiative to acquire the knowledge and construct the meaning of the whole knowledge, so as to improve the spirit of the students.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G633.67;TP317.4-4

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