【摘要】：微課是當(dāng)代信息技術(shù)與教育相融合的新事物,以視頻為載體,針對(duì)某一知識(shí)點(diǎn)進(jìn)行解說的微視頻。集視頻與聲音為一體,豐富的視覺與聽覺效果易引起學(xué)生的注意,激發(fā)學(xué)習(xí)興趣。處于青春期的中學(xué)生注意力不易集中,易受外界的干擾,對(duì)新鮮的事物又表現(xiàn)出極大的熱情和興趣,微課的引入,為這一問題的解決提供了一種渠道�；瘜W(xué)是從分子、原子水平上研究物質(zhì)的實(shí)驗(yàn)性學(xué)科,具有知識(shí)抽象、實(shí)驗(yàn)較多的特點(diǎn)。將微課引入到化學(xué)教學(xué)中,可將微觀世界展現(xiàn)出來,使知識(shí)由微觀化變得宏觀化,不再抽象,幫助學(xué)生理解知識(shí);同時(shí)將實(shí)驗(yàn)的操作過程,清晰規(guī)范地展示出來,對(duì)學(xué)生實(shí)驗(yàn)技能的提高有很大作用,進(jìn)而提高教學(xué)效率。當(dāng)前越來越多的中學(xué)化學(xué)教師將微課運(yùn)用于教學(xué)實(shí)踐,但教學(xué)效果有待進(jìn)一步的驗(yàn)證。本文試圖通過文獻(xiàn)研究法了解當(dāng)前國內(nèi)外對(duì)微課的研究現(xiàn)狀以及對(duì)相關(guān)的概念進(jìn)行了界定,同時(shí)設(shè)計(jì)了用來調(diào)查“微課在中學(xué)化學(xué)教學(xué)應(yīng)用現(xiàn)狀”的學(xué)生和教師問卷。通過問卷調(diào)查法對(duì)“微課在中學(xué)化學(xué)教學(xué)應(yīng)用”中的現(xiàn)狀進(jìn)行分析,并提出相關(guān)的應(yīng)用對(duì)策,為微課更好地服務(wù)于化學(xué)教學(xué)提供一些參考。通過對(duì)問卷的整體分析,發(fā)現(xiàn)微課在中學(xué)化學(xué)教學(xué)應(yīng)用中存在的問題主要體現(xiàn)在:(1)教師對(duì)微課平臺(tái)不夠了解且相關(guān)平臺(tái)上的微課質(zhì)量較差,資源分類較為混亂,教師很難找到所需微課;(2)學(xué)校應(yīng)用微課的氛圍較差,教師只在公開課和一些比賽中應(yīng)用微課,在日常教學(xué)中很少使用微課;(3)缺少典型的中學(xué)化學(xué)微課應(yīng)用類型,供教師借鑒和學(xué)習(xí);(4)教師們對(duì)微課不夠了解、設(shè)計(jì)與制作微課的水平較低以及不能將微課靈活運(yùn)用在化學(xué)教學(xué)中;(5)微課“碎片化”的特點(diǎn)影響了學(xué)生對(duì)知識(shí)的系統(tǒng)化學(xué)習(xí)。針對(duì)當(dāng)前存在的問題,筆者提出了如下對(duì)策:(1)健全微課網(wǎng)絡(luò)資源平臺(tái);(2)優(yōu)化學(xué)校使用環(huán)境;(3)構(gòu)建典型的中學(xué)化學(xué)微課應(yīng)用類型;(4)提高教師運(yùn)用微課進(jìn)行教學(xué)的能力。
[Abstract]:Micro-lesson is a new thing that combines information technology and education. With video as the carrier, micro-video is used to explain a certain knowledge point. With video and sound as an integral whole, rich visual and auditory effects are easy to attract students' attention and stimulate their interest in learning. Middle school students in adolescence are not easy to focus their attention, are easily disturbed by the outside world, and show great enthusiasm and interest for new things. The introduction of micro-lessons provides a channel for the solution of this problem. Chemistry is an experimental subject of studying matter from the molecular and atomic levels, which has the characteristics of abstract knowledge and more experiments. The introduction of microcourse into chemistry teaching can show the microcosm, change knowledge from microcosm to macroscopical, no longer abstract, and help students to understand knowledge. At the same time, the operation process of the experiment is clearly and normatively displayed, which plays an important role in the improvement of the students' experimental skills and further improves the teaching efficiency. At present, more and more middle school chemistry teachers use micro-class in teaching practice, but the teaching effect needs further verification. This paper attempts to understand the current situation of microcourse research at home and abroad and to define the related concepts through literature research. At the same time, it designs a questionnaire for students and teachers to investigate the current situation of the application of microcourses in chemistry teaching in middle schools. This paper analyzes the present situation of the application of micro-lessons in chemistry teaching in middle schools by means of questionnaire investigation, and puts forward some relevant application countermeasures, which can provide some references for the better service of micro-lessons in chemistry teaching. Through the overall analysis of the questionnaire, it is found that the main problems in the application of micro-lesson in middle school chemistry teaching are: (1) the teachers do not understand the micro-lesson platform and the quality of micro-lesson on the related platform is poor, and the classification of resources is relatively confused. It is difficult for teachers to find the required micro-lessons; (2) the atmosphere of applying micro-lessons in schools is poor, teachers only use micro-lessons in open classes and some competitions, and seldom use micro-lessons in daily teaching, (3) there is a lack of typical application types of microcourses in middle schools for teachers to learn and learn from. (4) the teachers do not understand the micro-lesson, the level of designing and making the micro-lesson is low, and the micro-lesson can not be used flexibly in chemistry teaching. (5) the characteristics of "fragmentation" of micro-lesson affect the students' systematic learning of knowledge. In view of the existing problems, the author puts forward the following countermeasures: (1) perfecting the network resource platform of micro-lesson; (2) optimizing the school environment; (3) constructing the typical application type of microcourse in middle school. (4) to improve the ability of teachers to use micro-class in teaching.
【學(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8;G434

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