發(fā)布時間：2018-04-14 20:31

  本文選題：微課 + 手持技術(shù)��； 參考：《合肥師范學(xué)院》2017年碩士論文

【摘要】：目前,國內(nèi)有關(guān)微課的研究已有較多文獻(xiàn)報道,但大多側(cè)重于翻轉(zhuǎn)課堂、自主學(xué)習(xí)和教學(xué)策略等方面,而對于微課與手持技術(shù)結(jié)合的案例開發(fā)以及在實驗教學(xué)中的應(yīng)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(xué)環(huán)節(jié)而開展的教與學(xué)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(nèi)容具體、教學(xué)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(shù)實驗是由計算機(jī)和微電子技術(shù)相結(jié)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(shù)實驗的微課教學(xué)模式應(yīng)用于傳統(tǒng)教學(xué),豐富了教學(xué)內(nèi)容的表現(xiàn)形式,拓寬了表達(dá)途徑。不僅很好地展現(xiàn)了教學(xué)內(nèi)容,還給學(xué)習(xí)者以更直觀的體驗,有助于調(diào)動學(xué)生積極性,增強學(xué)生學(xué)習(xí)的自主性,從而提高課堂教學(xué)效率。同時,解決了部分實驗條件達(dá)不到要求、無法完成實驗的問題。因此,融入手持技術(shù)實驗的微課教學(xué)模式在中學(xué)化學(xué)教學(xué)中將會有很好的應(yīng)用前景。筆者在廣泛查閱關(guān)于微課和手持技術(shù)研究文獻(xiàn)后,綜合運用建構(gòu)主義理論、微型學(xué)習(xí)理論、泛在學(xué)習(xí)理論等理論知識,開發(fā)了融入手持技術(shù)的三個微課教學(xué)案例:《碳酸鈉和碳酸氫鈉性質(zhì)比較》;《鋁的化合物相互轉(zhuǎn)化》;《食物中鐵元素的檢測》,并將開發(fā)的教學(xué)案例應(yīng)用于教學(xué)實踐中,在完成教學(xué)后,通過問卷調(diào)查研究以及對教師的訪談,綜合平時教學(xué)實習(xí)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(shù)的微課教學(xué)案例應(yīng)用于課堂教學(xué)的情況進(jìn)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(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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本文編號：1750899