本文選題：微課 + 手持技術　； 參考：《合肥師范學院》2017年碩士論文

【摘要】：目前,國內有關微課的研究已有較多文獻報道,但大多側重于翻轉課堂、自主學習和教學策略等方面,而對于微課與手持技術結合的案例開發(fā)以及在實驗教學中的應用研究鮮見報道。微課是記錄教師圍繞某個知識點(重點、難點、疑點)或教學環(huán)節(jié)而開展的教與學活動的課程單元或短期課程。目前主要以視頻為主要載體。它具有主題突出、內容具體、教學時間短、成果簡化、可多樣傳播、針對性強、反饋及時等特點。手持技術實驗是由計算機和微電子技術相結合的新型數(shù)字化實驗手段,具有便攜、直觀、實時、定量等特點。將融入手持技術實驗的微課教學模式應用于傳統(tǒng)教學,豐富了教學內容的表現(xiàn)形式,拓寬了表達途徑。不僅很好地展現(xiàn)了教學內容,還給學習者以更直觀的體驗,有助于調動學生積極性,增強學生學習的自主性,從而提高課堂教學效率。同時,解決了部分實驗條件達不到要求、無法完成實驗的問題。因此,融入手持技術實驗的微課教學模式在中學化學教學中將會有很好的應用前景。筆者在廣泛查閱關于微課和手持技術研究文獻后,綜合運用建構主義理論、微型學習理論、泛在學習理論等理論知識,開發(fā)了融入手持技術的三個微課教學案例:《碳酸鈉和碳酸氫鈉性質比較》;《鋁的化合物相互轉化》;《食物中鐵元素的檢測》,并將開發(fā)的教學案例應用于教學實踐中,在完成教學后,通過問卷調查研究以及對教師的訪談,綜合平時教學實習中的觀察,探析案例的實施效果。在論文的最后,筆者對于融入手持技術的微課教學案例應用于課堂教學的情況進行了反思。
[Abstract]:At present, there have been many literatures about microcourses in China, but most of them focus on flipping classroom, autonomous learning and teaching strategies, etc.However, there are few reports on the case development of the combination of micro class and handheld technology and its application in experimental teaching.Microlesson is a course unit or short course that records the teaching and learning activities carried out by a teacher around a certain knowledge point (key points, difficulties, doubts) or teaching links.At present, the main video as the main carrier.It has the characteristics of prominent theme, concrete content, short teaching time, simplified achievements, diverse dissemination, strong pertinence, timely feedback, and so on.Handheld technology experiment is a new kind of digital experimental means which combines computer and microelectronics technology. It has the characteristics of portable, intuitive, real-time and quantitative.The application of the teaching mode of microcourse into handheld technology experiment in traditional teaching enriches the form of teaching content and broadens the way of expression.It not only shows the teaching content well, but also gives learners a more intuitive experience, which is helpful to arouse students' enthusiasm, enhance students' autonomy in learning, and thus improve the efficiency of classroom teaching.At the same time, the problem that some experimental conditions can not meet the requirements and can not complete the experiment is solved.Therefore, the teaching mode of micro-course with handheld technology experiment will have a good application prospect in chemistry teaching in middle school.After consulting extensively the literature on micro-class and handheld technology, the author synthetically applies constructivism theory, micro-learning theory, ubiquitous learning theory and other theoretical knowledge.In this paper, three teaching cases of microcourse which are integrated into handheld technology are developed: comparison of properties of sodium carbonate and sodium bicarbonate; transformation of aluminum compounds; detection of iron in food; and application of the developed teaching cases in teaching practice.Through the questionnaire investigation and the interview to the teachers, this paper analyzes the effect of the case.At the end of the paper, the author reflects on the application of micro-class teaching cases in handheld technology in classroom teaching.
【學位授予單位】：合肥師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8

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