本文選題：混合式學(xué)習(xí)　切入點(diǎn)：高中物理　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著時(shí)代的不斷進(jìn)步和發(fā)展,社會(huì)對(duì)人才的規(guī)格和質(zhì)量要求隨之升高,為了適應(yīng)社會(huì)的發(fā)展以及學(xué)生個(gè)體發(fā)展的需求,教師在組織和開展教育教學(xué)工作中就應(yīng)充分運(yùn)用多種教學(xué)方式和教育手段,探索符合時(shí)代發(fā)展潮流的新型教學(xué)策略。目前,傳統(tǒng)教學(xué)確實(shí)存在著一些弊端,例如班級(jí)規(guī)模較大,教師無法對(duì)每位學(xué)生提供針對(duì)性的指導(dǎo),促進(jìn)其個(gè)性充分發(fā)展,也不能有效的監(jiān)控學(xué)生的學(xué)習(xí),做到及時(shí)準(zhǔn)確的反饋等,但是傳統(tǒng)教學(xué)也有其不可被取代的優(yōu)勢(shì),如有利于傳授人類長(zhǎng)久以來積累的知識(shí)經(jīng)驗(yàn)以及充分發(fā)揮教師主導(dǎo)性等。隨著科學(xué)技術(shù)的不斷提高,這些新型的技術(shù)也逐步運(yùn)用到了教育教學(xué)領(lǐng)域,因此依賴于網(wǎng)絡(luò)的教學(xué)模式,即:線上教學(xué),也在這樣的背景下誕生了。雖然這種新的模式能夠有效的擴(kuò)大受教育人群,充分肯定學(xué)習(xí)者的主體地位,但是這樣完全“放任”的學(xué)習(xí)方式過分夸大了學(xué)習(xí)者的自主、自控能力,導(dǎo)致出現(xiàn)學(xué)習(xí)效率低下的現(xiàn)象。這就要求我們急需找到一種新型教學(xué)模式,對(duì)班級(jí)授課制度和線上學(xué)習(xí)模式“取其精華,去其糟粕”。這種模式就是傳統(tǒng)課堂與網(wǎng)絡(luò)學(xué)習(xí)相結(jié)合的產(chǎn)物,混合式學(xué)習(xí)。本次研究主要分為六個(gè)章節(jié),其中前三章為調(diào)查、概述等部分,主要論述了混合式學(xué)習(xí)產(chǎn)生和發(fā)展的時(shí)代背景、國(guó)內(nèi)外學(xué)者對(duì)混合式學(xué)習(xí)的研究成果以及當(dāng)今存在的關(guān)于混合式學(xué)習(xí)的幾種模式等,為后續(xù)的研究的準(zhǔn)備工作。從第四章開始就是在前面準(zhǔn)備研究的基礎(chǔ)上結(jié)合實(shí)際展開關(guān)于“混合式學(xué)習(xí)”的教學(xué)設(shè)計(jì)研究、教學(xué)設(shè)計(jì)的實(shí)施部分研究和展望部分。本次論文最大的創(chuàng)新點(diǎn)為其中的混合式學(xué)習(xí)教學(xué)設(shè)計(jì)部分。本設(shè)計(jì)部分主要充分借鑒了國(guó)內(nèi)外學(xué)者對(duì)混合式學(xué)習(xí)設(shè)計(jì)研究成果,根據(jù)實(shí)際情況將國(guó)內(nèi)、國(guó)外學(xué)者研究的精華部分進(jìn)行融合,從而設(shè)計(jì)一套關(guān)于混合式學(xué)習(xí)的新的設(shè)計(jì)指導(dǎo)方案。后續(xù)的實(shí)踐部分則是依托山東師范大學(xué)附屬中學(xué)的支持進(jìn)行展開的。本研究采用文獻(xiàn)查閱、問卷調(diào)查法等研究方法,在現(xiàn)有混合式學(xué)習(xí)理論的基礎(chǔ)上結(jié)合國(guó)內(nèi)外研究成果,設(shè)計(jì)一套操作性較強(qiáng)的關(guān)于混合式學(xué)習(xí)的高中物理教學(xué)策略。研究成果是“分三步走”的教學(xué)設(shè)計(jì),即:前端分析、活動(dòng)與資源設(shè)計(jì)、教學(xué)評(píng)價(jià)設(shè)計(jì)。在實(shí)施部分中,本研究是以山東師范大學(xué)附屬中學(xué)高一年級(jí)兩個(gè)班的學(xué)生作為研究對(duì)象,并且依托該學(xué)校的網(wǎng)絡(luò)教學(xué)平臺(tái)“空中課堂”進(jìn)行混合式學(xué)習(xí)策略的實(shí)施。實(shí)施結(jié)果根據(jù)問卷調(diào)查以及“空中課堂”平臺(tái)監(jiān)測(cè)的學(xué)生學(xué)習(xí)數(shù)據(jù),如學(xué)生學(xué)習(xí)視頻的點(diǎn)擊量、學(xué)生在線學(xué)習(xí)互動(dòng)情況等,從過程和結(jié)果兩個(gè)方面分析。研究結(jié)果分析,混合式教學(xué)策略是可行的,在物理課程的學(xué)習(xí)上使用線上和線下相結(jié)合的模式能夠較大程度上調(diào)動(dòng)了學(xué)生學(xué)習(xí)物理的興趣,指導(dǎo)物理課程的學(xué)習(xí),為提高教學(xué)效果提供了一個(gè)新的研究領(lǐng)域。
[Abstract]:With the continuous progress and development of the times, the social standards and quality requirements for talents have increased, in order to meet the needs of the development of society and the individual development of students, In organizing and carrying out education and teaching, teachers should make full use of various teaching methods and educational means to explore new teaching strategies in line with the trend of development of the times. At present, there are some drawbacks in traditional teaching, such as the large class size. Teachers can not provide targeted guidance to every student, promote the full development of their personality, can not effectively monitor students' learning, achieve timely and accurate feedback, etc., but traditional teaching also has its irreplaceable advantages. Such as imparting knowledge and experience accumulated for a long time and giving full play to teachers' dominance. With the continuous improvement of science and technology, these new technologies have been gradually applied to the field of education and teaching. Therefore, the web-based teaching model, that is, online teaching, was born in such a background. Although this new model can effectively expand the number of educated people and fully affirm the main position of learners, However, this completely "laissez-faire" learning style exaggerates the learner's autonomy and self-control and leads to a phenomenon of low learning efficiency, which requires us to find a new teaching model urgently. This model is the product of the combination of traditional classroom and online learning. This study is mainly divided into six chapters, the first three chapters are the investigation. It mainly discusses the background of the emergence and development of hybrid learning, the research results of scholars at home and abroad, and the existing models of hybrid learning. In order to prepare for the follow-up study, from the beginning of Chapter 4th, the teaching design research on "hybrid learning" is carried out on the basis of the previous preparatory research. The implementation part of the teaching design is the research and prospect part. The biggest innovation of this paper is the hybrid learning teaching design part. This design part mainly draws on the domestic and foreign scholars' research results of the hybrid learning design. According to the actual situation, the essence part of the research by domestic and foreign scholars is merged. The following part of the practice is based on the support of the secondary school affiliated to Shandong normal University. This study adopts the methods of literature review, questionnaire survey and other research methods. On the basis of the existing hybrid learning theory, combining with the domestic and foreign research results, a set of high school physics teaching strategies with strong maneuverability is designed. The research result is "three-step" teaching design, that is, front-end analysis. Activities and resources design, teaching evaluation design. In the implementation part, this study is aimed at the students of two classes in the first year of senior middle school affiliated to Shandong normal University. The implementation of hybrid learning strategies is based on the school's network teaching platform "aerial classroom". The results are based on the data of students' learning monitored by questionnaire and "aerial classroom" platform, such as the number of views of students' learning videos. Students' online learning interaction is analyzed from two aspects: process and result. Analysis of the results shows that the mixed teaching strategy is feasible. The combination of online and offline models in the study of physics course can arouse the students' interest in learning physics to a large extent, guide the study of physics course, and provide a new research field for improving the teaching effect.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 項(xiàng)蘭;;翻轉(zhuǎn)課堂教學(xué)模式研究:以布魯姆的教育目標(biāo)分類學(xué)為視角[J];外語教育研究;2016年03期

2 葉波;;翻轉(zhuǎn)課堂顛覆了什么——論翻轉(zhuǎn)課堂的價(jià)值與限度[J];課程.教材.教法;2014年10期

3 韓麗珍;;翻轉(zhuǎn)課堂在我國(guó)發(fā)展的瓶頸及路向選擇[J];江蘇廣播電視大學(xué)學(xué)報(bào);2013年02期

4 孫清祥;;論皮亞杰認(rèn)知發(fā)展階段理論及其對(duì)教育的啟示分析[J];南昌高專學(xué)報(bào);2012年01期

5 陳必興;;自由落體運(yùn)動(dòng)教學(xué)設(shè)計(jì)[J];昭通師范高等�？茖W(xué)校學(xué)報(bào);2010年S1期

6 吳慧玲;王建中;龔彪;;高中學(xué)生學(xué)習(xí)風(fēng)格調(diào)查研究[J];高等函授學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年09期

7 柯清超;;混合學(xué)習(xí)的評(píng)價(jià)方法——以中小學(xué)教師教育技術(shù)能力培訓(xùn)課程為例[J];中國(guó)電化教育;2008年08期

8 夏惠賢;;論鄧恩學(xué)習(xí)風(fēng)格模型及其教學(xué)意蘊(yùn)[J];外國(guó)中小學(xué)教育;2006年06期

9 余勝泉,路秋麗,陳聲健;網(wǎng)絡(luò)環(huán)境下的混合式教學(xué)——一種新的教學(xué)模式[J];中國(guó)大學(xué)教學(xué);2005年10期

10 張燕;黃榮懷;;教育目標(biāo)分類學(xué)2001版對(duì)我國(guó)教學(xué)改革的啟示[J];中國(guó)電化教育;2005年07期

相關(guān)碩士學(xué)位論文 前1條

1 王元彬;混合式學(xué)習(xí)的設(shè)計(jì)與應(yīng)用研究[D];山東師范大學(xué);2006年

，

本文編號(hào)：1612740