本文選題：微課　切入點：導學案　出處：《重慶師范大學》2017年碩士論文

【摘要】：近年來,科學技術的發(fā)展使得教育現(xiàn)代化成為可能,教育教學途徑不再局限于教室授課,很多情況下多媒體教學設備和互聯(lián)網(wǎng)也成了不可缺少的教學工具。當代素質(zhì)教育的新形勢下,信息化也成了教改的一部分。目前普遍流行的導學案教學設計某種程度上可以實現(xiàn)素質(zhì)教育,有利于提高學生自學能力,但時常因不能及時徹底解決學生的問題而在實施中流于形式,不利于學生自覺探索學習和知識鞏固。微課輔助在教學中,利于幫助學生掌握重難點,同時拓展了知識來源。但僅用微課進行教學,不符合學校的實際情況,不利于老師主導地位的體現(xiàn),這樣將不能發(fā)揮出微課的優(yōu)勢。于是,筆者試圖用“可汗學院”錄屏的方式制作微課視頻,使其輔助高中物理教學,配合課堂導學案教學,以幫助學生及時解決課堂學習存在的問題,并輔助老師積累教學經(jīng)驗,實現(xiàn)師生教學相長,共同進步。本文先用文獻法了解了國內(nèi)、外微課教學的發(fā)展以及相關理論與實踐,考察學習了我們國家一些關于微課教學的實驗,在此基礎上試著將微課教學與導學案結合起來,形成一種輔助策略,讓微課輔助導學案教學,使課堂、課后完美結合。教師先使用導學案課堂教學,然后課后根據(jù)自身經(jīng)驗和學生反饋再使用微課進行補充教學。學生在課堂根據(jù)導學案學習教學內(nèi)容,在練習環(huán)節(jié)發(fā)現(xiàn)問題,課后通過學習微課視頻解決問題。文中介紹了微課制作方式,并以實驗法研究了微課輔助教學方式在物理概念類教學課、規(guī)律類教學課和練習類教學課中的應用。在應用微課前后分別用問卷法與訪談法對學生學習狀態(tài)做了分析,并通過成績對實驗組與對照組做了對比。最后對微課輔助教學優(yōu)缺點進行分析,并展望其發(fā)展未來。經(jīng)過一學期的微課輔助教學實踐,學生學習狀態(tài)和學習習慣有所改善,學習成績得以提高,這表明,微課輔助教學是切實可行的。
[Abstract]:In recent years, with the development of science and technology, the modernization of education has become possible, the teaching approach is no longer limited to classroom teaching, and in many cases, multimedia teaching equipment and the Internet have become indispensable teaching tools.Under the new situation of modern quality education, informationization has also become a part of educational reform.At present, the popular instructional design of guiding case can realize quality education to a certain extent, which is helpful to improve students' self-study ability, but often becomes a mere form in the implementation because they can not solve the students' problems in time and thoroughly.It is not good for students to explore and consolidate their knowledge.In the teaching of micro-class, it helps students to grasp the important and difficult points, and expands the knowledge source at the same time.However, it is not in line with the actual situation of the school and is not conducive to the embodiment of the teacher's leading position, so it will not give play to the advantage of the micro-lesson.And assist teachers to accumulate teaching experience, to achieve mutual teaching and learning, common progress.This article first uses the literature method to understand the domestic, the outside microcourse teaching development as well as the related theory and the practice, has inspected the study our country some regarding the micro-lesson teaching experiment, on this basis has tried to combine the micro-lesson teaching and the instruction plan.Form a kind of assistant strategy, let micro-class assist instruction, make classroom, after-class perfect combination.The teacher first uses the instruction plan in the classroom teaching, then carries on the supplementary teaching according to the own experience and the student feedback.The students learn the teaching content according to the instruction plan in the classroom, discover the problem in the practice link, and solve the problem by learning the video of the micro-lesson after class.This paper introduces the method of making micro-lesson, and studies the application of micro-course auxiliary teaching method in physics concept class, law class and practice class by experiment.The students' learning state was analyzed by questionnaire and interview before and after the micro-class, and the results were compared between the experimental group and the control group.Finally, the advantages and disadvantages of micro-teaching are analyzed, and the future development of micro-teaching is prospected.Through the practice of microcourse assisted teaching for one semester, the students' learning state and habit have been improved, and their academic achievement has been improved, which shows that the micro-course aided teaching is feasible.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7

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