本文選題：Flash教學(xué) + 高中生物��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著多媒體技術(shù)的發(fā)展,以Flash動畫為代表的多媒體教學(xué)手段在高中生物課堂中應(yīng)用的越來越廣泛,但是Flash在生物測驗(yàn)的研究及應(yīng)用方面只是處于起步階段,在課后少有開展�；诖�,本文本著為課堂服務(wù)的宗旨,結(jié)合新課程改革的理念,力求適應(yīng)新時代發(fā)展要求,并促進(jìn)學(xué)生的自身發(fā)展,以期能夠打破傳統(tǒng)的練習(xí)模式,完善高中生物測驗(yàn)的形式。本研究以形成性評價理論、行為主義學(xué)習(xí)理論、視覺思維理論以及教育控制論為指導(dǎo),借助文獻(xiàn)資料法、實(shí)驗(yàn)法、觀察研究法、個案訪談法、問卷調(diào)查法等研究方法,利用Flash自帶測驗(yàn)?zāi)０?以人教版高中生物必修二第四章《基因的表達(dá)》和必修三第五章《生態(tài)系統(tǒng)及其穩(wěn)定性》這兩部分內(nèi)容為例進(jìn)行Flash練習(xí)的設(shè)計(jì)與開發(fā)。通過Flash設(shè)計(jì)的練習(xí)具有高效快捷、交互性強(qiáng)、便于統(tǒng)計(jì)成績等優(yōu)點(diǎn),基于此,筆者將自己執(zhí)教的兩個班級設(shè)置為實(shí)驗(yàn)班級和對照班級,新授課研究階段5班為實(shí)驗(yàn)班級,利用制作完成的Flash練習(xí)在學(xué)校專用的多媒體教室中進(jìn)行作答,6班為對照班級,利用普通紙質(zhì)試題進(jìn)行課后練習(xí),而復(fù)習(xí)課研究階段6班為實(shí)驗(yàn)班級,5班為對照班級,交換練習(xí)模式。按照教學(xué)設(shè)計(jì)在實(shí)驗(yàn)班級和對照班級以相同形式進(jìn)行授課,授課時間、授課內(nèi)容等全部一致,在對照班級和實(shí)驗(yàn)班級進(jìn)行教學(xué)及相應(yīng)練習(xí)實(shí)踐后,對兩個班級的學(xué)生學(xué)習(xí)效果進(jìn)行階段性紙筆測試,最后對兩個班級實(shí)驗(yàn)前后的成績進(jìn)行比較分析。通過數(shù)據(jù)分析表明運(yùn)用Flash練習(xí)模式的實(shí)驗(yàn)班級比常規(guī)練習(xí)的對照班級的成績更好,并且形成了顯著性差異,證明了Flash練習(xí)模式的開展起到了有效的輔助教學(xué)的作用。
[Abstract]:With the development of multimedia technology, multimedia teaching means, represented by Flash animation, are more and more widely used in senior high school biology classroom. However, the research and application of Flash in biology test is only in its infancy, and is rarely carried out after class. Based on this, the purpose of this paper is to serve the classroom, combined with the concept of new curriculum reform, to adapt to the requirements of the development of the new era, and to promote the development of students, in order to break the traditional practice model, improve the form of high school biology test. Under the guidance of formative evaluation theory, behaviorist learning theory, visual thinking theory and educational cybernetics, the research methods include literature, experiment, observation and research, case interview, questionnaire survey and so on. By using Flash's own test template, the design and development of Flash exercises were carried out with the examples of Chapter 4 (Gene expression) and Chapter 5 (ecosystem and its Stability) of the required Senior High School Biology course of the Human Education Edition, and the third chapter, "ecosystem and its Stability", as an example for the design and development of Flash exercises. The exercises designed by Flash have the advantages of high efficiency, fast interaction, easy to count results and so on. Based on this, the author sets the two classes as experimental class and control class, and the five classes in the new stage of teaching and research are experimental classes. The completed Flash exercises are used to answer the six classes in the special multimedia classroom of the school as the control class, and the ordinary paper test questions are used for the after-class exercises, while the six classes for the review class research stage are the experimental class and the fifth class is the control class. Exchange practice mode. According to the teaching design, the teaching is conducted in the same form in the experimental class and the control class, the teaching time and the teaching content are all the same, and after the teaching and the corresponding practice of the control class and the experimental class are carried out, The paper tests the learning effect of students in two classes, and finally compares the results before and after the experiment between the two classes. The data analysis shows that the experimental class with Flash exercise model has better results than the control class with conventional exercises, and there is a significant difference, which proves that the development of Flash exercise model plays an effective role in auxiliary teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91;G434

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