本文選題：高中生物 + 遠(yuǎn)程直播教學(xué)　； 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：自2002年成都七中聞道網(wǎng)校成立以來(lái),其獨(dú)特的遠(yuǎn)程直播教學(xué)模式受到了教育界的廣泛關(guān)注。遠(yuǎn)程直播教學(xué)作為一種新型的遠(yuǎn)程教學(xué)形式,實(shí)現(xiàn)了優(yōu)質(zhì)教育資源的共享,對(duì)我國(guó)民族地區(qū)的教育影響特別大。隨著遠(yuǎn)程直播教學(xué)在民族地區(qū)的普遍應(yīng)用,許多問(wèn)題也凸顯出來(lái),如互動(dòng)問(wèn)題等,如何有效地改進(jìn)遠(yuǎn)程直播教學(xué)已成為亟待解決的問(wèn)題。本研究運(yùn)用問(wèn)卷調(diào)查、訪談?wù){(diào)查和觀察調(diào)查法,對(duì)涼山州部分遠(yuǎn)端學(xué)校的直播班學(xué)生的生物遠(yuǎn)程直播教學(xué)現(xiàn)狀進(jìn)行問(wèn)卷調(diào)查,對(duì)多名生物教師和直播班學(xué)生進(jìn)行深度訪談,分析出高中生物遠(yuǎn)程教學(xué)中存在的問(wèn)題,這些問(wèn)題主要包括:(1)生物直播課堂缺少互動(dòng);(2)學(xué)生不太適應(yīng)生物遠(yuǎn)程直播教學(xué)內(nèi)容;(3)遠(yuǎn)端生物教師在生物遠(yuǎn)程直播教學(xué)中的作用較低;(4)學(xué)校對(duì)遠(yuǎn)程直播教學(xué)的的管理尚不到位。通過(guò)進(jìn)一步研究發(fā)現(xiàn),高中生物遠(yuǎn)程直播教學(xué)出現(xiàn)這些問(wèn)題的原因?yàn)?(1)遠(yuǎn)程直播教學(xué)本身不夠完善;(2)遠(yuǎn)端學(xué)生學(xué)習(xí)生物的興趣不高、基礎(chǔ)薄弱、接受適應(yīng)能力較差等;(3)近端生物教師很難做到“因材施教”、遠(yuǎn)端生物教師對(duì)遠(yuǎn)程直播教學(xué)的教學(xué)優(yōu)勢(shì)認(rèn)識(shí)不足等;(4)學(xué)校對(duì)遠(yuǎn)程直播教學(xué)的管理與考核經(jīng)驗(yàn)不足。針對(duì)高中生物遠(yuǎn)程直播教學(xué)中存在的問(wèn)題,本文提出相應(yīng)的對(duì)策:(1)增進(jìn)遠(yuǎn)端師生、兩端生物教師和學(xué)校的交流互動(dòng);(2)幫助學(xué)生盡快適應(yīng)生物遠(yuǎn)程直播教學(xué);(3)充分發(fā)揮遠(yuǎn)端教師作用;(4)增加遠(yuǎn)程直播教學(xué)投入,做好監(jiān)督和管理工作。
[Abstract]:Since the establishment of Wendao Network School in Chengdu No. 7 Middle School in 2002, its unique distance live teaching mode has been widely concerned by the educational circles. As a new form of distance teaching, distance broadcast teaching has realized the sharing of high quality educational resources, which has a great impact on education in minority areas of our country. With the widespread application of tele-broadcast teaching in minority areas, many problems have been highlighted, such as interactive problems, how to effectively improve the long-distance live teaching has become an urgent problem to be solved. In this study, questionnaire, interview and observation were used to investigate the current situation of the students in the direct broadcast class in some remote schools in Liangshan, and to conduct in-depth interviews with a number of biology teachers and students in the direct broadcast class. The problems in biology distance teaching in senior high school are analyzed. These problems mainly include: 1) lack of interaction in live biology classroom (2) students can not adapt to the content of biological live broadcast teaching. (3) the role of remote biology teachers in biological remote broadcasting teaching is low. 4) the management of distance broadcast teaching in schools is still not in place. Through further research, it is found that the causes of these problems are: (1) the distance broadcast teaching itself is not perfect enough. (2) the interest of remote students in learning biology is not high, and the foundation is weak. It is very difficult for the near end biology teachers to "teach according to their aptitude", and the remote biology teachers have insufficient understanding of the teaching advantages of the distance direct broadcast teaching. 4) the school has insufficient experience in the management and examination of the distance direct broadcast teaching. In view of the problems existing in the teaching of remote broadcast of biology in senior high school, this paper puts forward the corresponding countermeasures: 1) improving the distance between teachers and students. The interaction between biology teachers and schools at both ends helps students adapt to live biology teaching as soon as possible) and give full play to the role of remote teachers. (4) increase the investment in remote broadcasting teaching, and do a good job of supervision and management.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434;G633.91

【參考文獻(xiàn)】

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