本文關(guān)鍵詞： 微課 高中文言文教學(xué) 運(yùn)用　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：微課是“互聯(lián)網(wǎng)+教育”時(shí)代的產(chǎn)物,現(xiàn)代信息技術(shù)走進(jìn)語(yǔ)文課堂,改變了枯燥乏味的傳統(tǒng)語(yǔ)文教學(xué),增加了語(yǔ)文課堂的活力,激發(fā)了師生教與學(xué)的樂(lè)趣,提高了語(yǔ)文教學(xué)的質(zhì)量與效果。新興的微課教學(xué)方式讓學(xué)生成為學(xué)習(xí)的主人,充分發(fā)揮學(xué)生的自主性、能動(dòng)性、實(shí)踐性,讓學(xué)生學(xué)會(huì)對(duì)自己的學(xué)習(xí)負(fù)責(zé)。本研究尋求微課與我國(guó)新課程改革下文言文教學(xué)改革的切合點(diǎn),從應(yīng)然的角度探究微課模式下的文言文教學(xué),以期在研究微課與文言文教學(xué)相結(jié)合的過(guò)程中能夠?qū)で蟾鼮楦咝У奈难晕慕虒W(xué)形態(tài)。通過(guò)微課視角來(lái)研究文言文教學(xué),不僅有利于深化文言文教學(xué)改革,對(duì)促進(jìn)語(yǔ)文教師專業(yè)發(fā)展以及對(duì)深入探討學(xué)生創(chuàng)新思維能力的發(fā)展具有積極作用。通過(guò)文獻(xiàn)研究法、訪談?wù){(diào)查法、案例分析法等研究方法從理論到實(shí)踐為研究的開(kāi)展打下堅(jiān)實(shí)的基礎(chǔ),在前人的研究基礎(chǔ)上加以借鑒并創(chuàng)新,力求理論與實(shí)踐緊密結(jié)合,二者互為表里。本文提出了微課在高中文言文教學(xué)中運(yùn)用的新觀點(diǎn),開(kāi)發(fā)了高中文言文微課教學(xué)設(shè)計(jì)的模板及實(shí)例。全文分為引言、正文和結(jié)語(yǔ)三個(gè)部分,其中正文分四章展開(kāi)論述。引言主要論述微課在高中文言文教學(xué)中運(yùn)用的研究緣起與研究?jī)r(jià)值,并且對(duì)目前國(guó)內(nèi)外的相關(guān)研究成果進(jìn)行綜述并提出問(wèn)題與展望,明確本研究的研究思路、研究方法并提出本研究的創(chuàng)新之處。第一章概述微課在高中文言文教學(xué)中的運(yùn)用。明確微課的涵義,厘清與微課相關(guān)的概念�？偨Y(jié)微課的特征:短小精悍、形象直觀、移動(dòng)學(xué)習(xí)、資源共享。發(fā)現(xiàn)微課模式下文言文教學(xué)的理論基礎(chǔ):建構(gòu)主義學(xué)習(xí)理論、微型學(xué)習(xí)理論、雙重編碼理論。提出微課在高中文言文教學(xué)中運(yùn)用的意義:一方面對(duì)教師的意義,可以提高文言文教學(xué)質(zhì)量、促進(jìn)教師專業(yè)發(fā)展;另一方面對(duì)學(xué)生的意義,可以激發(fā)學(xué)生學(xué)習(xí)文言文的興趣和熱情、培養(yǎng)學(xué)生學(xué)習(xí)文言文的自主、合作、探究的能力。第二章論述高中文言文教學(xué)中的微課制作。首先,介紹微課的錄制可以按技術(shù)和內(nèi)容分為兩類;其次,從技術(shù)層面介紹一些常見(jiàn)的微課錄制方式有:課堂實(shí)錄式、實(shí)地拍攝式、綠幕摳屏式、計(jì)算機(jī)錄屏式、畫(huà)中畫(huà)式、可汗學(xué)院式等;然后,用“一二三三”法則介紹制作優(yōu)秀微課的步驟,即一個(gè)中心點(diǎn)(以學(xué)生為中心)、兩個(gè)原則(簡(jiǎn)單有趣、可信有用)、三個(gè)關(guān)鍵點(diǎn)(選題、教學(xué)策略、表現(xiàn)手法)、三個(gè)步驟(確定微課選題、設(shè)計(jì)教學(xué)過(guò)程、錄制微課視頻);最后,介紹制作微課應(yīng)注意的事項(xiàng):內(nèi)容的邏輯性、形式的動(dòng)態(tài)性、技術(shù)的規(guī)范性、情感的親近性。第三章論述微課在高中文言文教學(xué)中運(yùn)用的原則和策略。微課在高中文言文教學(xué)中運(yùn)用的三大原則:第一,以學(xué)生為主體;第二,趣味性與知識(shí)性相結(jié)合;第三,開(kāi)放性與交互性相結(jié)合。微課在高中文言文教學(xué)中運(yùn)用的三大策略:第一,回歸教學(xué)本質(zhì),避免教學(xué)功利化;第二,更換角色定位,促進(jìn)師生間對(duì)話;第三,提高信息素養(yǎng),教學(xué)技術(shù)協(xié)同發(fā)展。第四章論述微課在高中文言文教學(xué)中運(yùn)用的方法與時(shí)機(jī)。教師在完成微課制作后,微課在文言文教學(xué)中的運(yùn)用方法是:發(fā)布微課視頻和學(xué)生體驗(yàn)反饋。教師結(jié)合文言文自身的文本特點(diǎn)和教學(xué)特點(diǎn),探索發(fā)現(xiàn)在文言文教學(xué)中運(yùn)用微課的時(shí)機(jī),可以在文言文教學(xué)創(chuàng)設(shè)情境時(shí)、誦讀體驗(yàn)時(shí)和教學(xué)重難點(diǎn)時(shí)制作帶有文言文氣息的微課,并設(shè)計(jì)相關(guān)的微課教學(xué)設(shè)計(jì)。結(jié)語(yǔ)中進(jìn)一步明確微課在高中文言文教學(xué)中運(yùn)用的目的所在,分析在研究的過(guò)程中遇到的一些問(wèn)題以及研究的不足之處,明確今后努力的方向。
[Abstract]:Micro class is a product of "Internet plus education" era, the modern information technology into Chinese class, has changed the traditional Chinese teaching is boring, increase classroom vitality, stimulate teachers and students in teaching and learning fun, improve the quality and effect of Chinese teaching. The micro teaching mode of new learning to enable students to become master, give full play to students' autonomy, initiative, practice, let students learn to take responsibility for their own learning. This study sought to meet the teaching reform of classical Chinese micro class and the new curriculum reform in China, research from the perspective of classical Chinese teaching micro class mode, through the combination of micro with the course of classical Chinese teaching in the research to seek more efficient forms of classical Chinese teaching. Through the course of micro perspective to study the classical Chinese teaching, not only conducive to the deepening of the reform in classical Chinese language, to promote the professional development of Teachers Has a positive effect on the development of students' thinking ability and innovation in depth. Through literature research, interviews, case analysis and other research methods from theory to practice for the research development and lay a solid foundation to learn and innovate on the basis of previous studies, tries to combine the theory and practice, the two together this paper presents a new point of view. Using the micro lesson in classical Chinese teaching in senior high school, the development of the high school Chinese micro teaching design templates and examples. The paper is divided into three parts of introduction, text and conclusion, the text is divided into four chapters. The introduction mainly discusses the research origin and research of micro teaching in classical Chinese the value of teaching in senior high school, and the current domestic and foreign related research results are summarized and put forward the problems and prospects, clear research ideas of this research, research methods and put forward the research innovation The new place. The first chapter outlines the micro lesson in classical Chinese teaching in senior high school. A clear micro lesson meaning, clarify and micro class related concepts. Summarizing the characteristics of micro courses: short and pithy, vivid, mobile learning, resource sharing. It is found that micro class mode of classical Chinese Teaching: the theoretical basis of constructivism learning the theory of micro learning theory, double encoding theory. The proposed micro teaching in classical Chinese teaching in Senior High School: on the one hand, the significance of teachers, can improve the quality of teaching classical, to promote teachers' professional development; on the other hand, the significance of the students, can stimulate students' interest in classical learning and cultivate students' learning enthusiasm. The independent, cooperative and inquiry ability. The second chapter discusses the fabrication of micro lesson of classical Chinese teaching in senior high school. First, the micro class can be recorded by technology and the content is divided into two categories; secondly, some from the technical level Micro class common recording mode: classroom observation, field shooting, green screen pull screen, computer screen recording, Pip, khanacademy type; then, introduces the steps of making excellent micro class with the "1233" rule, which is a central point (student-centered), two the principle of (simple and interesting, useful and credible) three key points (topic, teaching strategies, methods, steps (three) to determine the micro class topic, design the teaching process, micro lesson video recording); finally, the matters should be paid attention to the fabrication of micro lesson content: logic, dynamic form. Normative technology, intimate feelings. The principle and strategy of micro teaching in classical Chinese teaching in senior high school. The third chapter discusses the three principles of applying micro class in classical Chinese teaching in Senior High School: first, take the student as the main body; second, interest and knowledge of the combination; third, openness and interactivity combined. The application of three strategies of micro lesson in classical Chinese teaching in high school: first, return to the essence of teaching, teaching to avoid the utilitarian; second, replacing the role, to promote dialogue between teachers and students; third, improve the information literacy of teaching technology, collaborative development. The fourth chapter discusses the micro class words and timing of the use of the method in the teaching in high Chinese at the completion of the micro lesson teachers in the making, using the method of micro lesson in classical Chinese teaching is: release micro lesson video feedback. Teachers and students to experience the combination of text features and teaching features of classical Chinese self discovery, using the timing of micro lesson in classical Chinese teaching, in classical Chinese teaching situation. Reading experience and teaching difficulties when making a micro class classical flavor, and design of micro teaching design. The conclusion to further clarify the micro teaching in classical Chinese teaching in senior high school in, in research and analysis Some of the problems encountered in the process, as well as the shortcomings of the research, make clear the direction of future efforts.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.3
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本文編號(hào)：1504509