發(fā)布時(shí)間：2018-05-11 07:05

  本文選題：微課 + 思想政治　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著現(xiàn)代信息技術(shù)的發(fā)展,新技術(shù)、新媒體的出現(xiàn),使得微課逐漸進(jìn)入了人們的視線,并且熱度逐年提高,許多地區(qū)紛紛進(jìn)行微課教學(xué),微課比賽也在如火如荼的舉行著,各領(lǐng)域的專家、學(xué)者也都時(shí)刻關(guān)注著微課。微課的出現(xiàn)絕非偶然,它有著技術(shù)的支撐同時(shí)也適應(yīng)了時(shí)代發(fā)展的要求,所以發(fā)展的速度十分驚人。視頻壓縮與傳輸技術(shù)、無(wú)線寬帶技術(shù)、移動(dòng)終端的增多等都為微課提供了技術(shù)層面的支持。隨著構(gòu)建學(xué)習(xí)型社會(huì)、樹(shù)立終身學(xué)習(xí)的思想以及個(gè)性化學(xué)習(xí)的需求,為微課的發(fā)展提供了一片沃土。但是就目前我國(guó)的狀況來(lái)說(shuō),微課還處于發(fā)展階段,是一種新生事物。就高中思想政治課來(lái)說(shuō),微課教學(xué)模式還處于探索與實(shí)踐的階段,還沒(méi)有形成成熟的模式。因此本文將微課與具體的思想政治學(xué)科必修一《經(jīng)濟(jì)生活》相結(jié)合,結(jié)合自己的教學(xué)實(shí)踐經(jīng)驗(yàn),提出一些自己的見(jiàn)解。論文共包含四部分,在查閱了大量有關(guān)微課與思想政治教學(xué)的基礎(chǔ)之上,結(jié)合筆者在實(shí)習(xí)期間的一些感悟,將理論與自身實(shí)踐相結(jié)合,完成了這四部分的內(nèi)容,最后在結(jié)尾處以《股票與債券的對(duì)比》作為案例展示。第一部分主要是對(duì)微課進(jìn)行介紹。首先對(duì)微課進(jìn)行概念界定,其次介紹了微課的特點(diǎn),即用時(shí)較短、知識(shí)點(diǎn)集中、直入主題和可重復(fù)利用。最后是對(duì)微課的理論基礎(chǔ)進(jìn)行敘述,微課的理論基礎(chǔ)主要有:布魯納認(rèn)知-發(fā)現(xiàn)學(xué)習(xí)理論、人本主義的有意義學(xué)習(xí)理論和泛在學(xué)習(xí)理論。第二部分為在高中思想政治必修一《經(jīng)濟(jì)生活》中應(yīng)用微課的必要性和實(shí)施要求。在必要性方面,主要是因?yàn)闀r(shí)代發(fā)展的必然要求、符合基礎(chǔ)教育課程改革的要求、《經(jīng)濟(jì)生活》的地位和內(nèi)容決定的、有利于幫助學(xué)生形成良好的學(xué)習(xí)習(xí)慣以及有利于提高思想政治課的教學(xué)效果。在實(shí)施要求方面,具體介紹了四條要求。第三部分為本文的重點(diǎn),主要內(nèi)容為微課在高中思想政治《經(jīng)濟(jì)生活》模塊中的具體實(shí)施步驟,第四部分是為了給廣大教師提供一些可供選擇的具體可操作的內(nèi)容。第一階段為分析階段,主要是對(duì)學(xué)情和教材進(jìn)行分析。第二階段為設(shè)計(jì)階段,設(shè)計(jì)時(shí)要確定教學(xué)目標(biāo)和進(jìn)行腳本設(shè)計(jì),目標(biāo)具有導(dǎo)向作用,因此確定明確的目標(biāo)可以幫助教師少走彎路。第三階段為制作階段,這里介紹了三種制作微課的手段,分別為用手機(jī)錄制微課、用平板電腦錄制微課和運(yùn)用Camtasia Studio錄制微課,錄制微課的方法很多,這里著重對(duì)這三種最方便的方法進(jìn)行了介紹。第四階段是應(yīng)用微課的階段,微課可以在課前、課中和課后進(jìn)行運(yùn)用,教師可以根據(jù)自己教學(xué)進(jìn)度,靈活選用應(yīng)用的階段。第五階段為反饋評(píng)價(jià)階段,只有不斷進(jìn)行反思才會(huì)進(jìn)步。第四部分以課本中《投資理財(cái)?shù)倪x擇》這一部分的內(nèi)容設(shè)計(jì)了教學(xué)案例,以案例為本文的結(jié)尾部分,以期增強(qiáng)本文的應(yīng)用性。
[Abstract]:With the development of modern information technology and the emergence of new technology and new media, micro-lesson has gradually entered the sight of people, and the heat has increased year by year. Many areas have carried out micro-lesson teaching, and micro-lesson competition is also in full swing. Experts and scholars in various fields also pay close attention to micro-lessons. The emergence of micro-class is no accident, it has the support of technology, but also adapt to the requirements of the development of the times, so the speed of development is amazing. Video compression and transmission technology, wireless broadband technology, mobile terminals and so on provide technical support for micro-lessons. With the construction of learning society, the idea of lifelong learning and the demand of individualized learning, it provides a fertile soil for the development of micro-lessons. But at present our country's condition, the micro-lesson is still in the development stage, is a kind of new thing. As far as the high school ideological and political course is concerned, the teaching mode of micro-class is still in the stage of exploration and practice, and has not yet formed a mature model. Therefore, this paper combines the micro-course with the required course of "Economic Life" in the specific ideological and political discipline, and puts forward some opinions in combination with one's own teaching practice experience. The thesis consists of four parts, on the basis of consulting a large number of micro-lessons and ideological and political teaching, combined with some insights of the author during the practice period, the author combines the theory with his own practice, and completes the contents of these four parts. At the end of the article, the comparison between stocks and bonds is given as a case study. The first part mainly introduces the micro-class. Firstly, the concept of micro-lesson is defined, and then the characteristics of micro-lesson are introduced, that is, short time, concentrated knowledge, direct access to the subject and reusability. Finally, the theoretical basis of micro-class is described. The main theoretical basis of micro-lesson is: Bruner's cognitive-discovery learning theory, humanistic meaningful learning theory and ubiquitous learning theory. The second part is about the necessity and requirement of applying microcourse in the required course of high school ideology and politics. In terms of necessity, it is mainly because of the inevitable requirements of the development of the times, in line with the requirements of the curriculum reform of basic education, and because of the status and content of "Economic Life". It is helpful to help students form good study habits and to improve the teaching effect of ideological and political course. In the implementation of the requirements, the specific introduction of four requirements. The third part is the focus of this paper, the main content is the specific implementation steps of micro-class in the high school ideological and political "Economic Life" module, the fourth part is to provide some specific and operable contents for teachers to choose. The first stage is the analysis stage, which mainly analyzes the learning situation and teaching materials. The second stage is the design stage, the teaching goal and script design should be determined when the design, the goal has the guidance function, therefore the determination clear goal may help the teacher to walk the detour less. The third stage is the production stage, here introduced three kinds of methods of making micro-lesson, respectively, recording micro-lesson with mobile phone, recording micro-lesson with tablet computer and recording micro-lesson with Camtasia Studio, there are many methods of recording micro-lesson. The three most convenient methods are introduced here. The fourth stage is the stage of applying microlesson, which can be used before, during and after class, and the teacher can choose the stage of application flexibly according to his own teaching progress. The fifth stage is the stage of feedback evaluation, only continuous reflection can make progress. In the fourth part, the author designs the teaching case in the content of "Choice of Investment and Finance" in the textbook, taking the case as the end part of this paper, in order to enhance the application of this paper.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2

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