高中生物微观教学内容与微视频有效整合的设计与实践

发布时间：2018-01-10 18:18

本文关键词：高中生物微观教学内容与微视频有效整合的设计与实践　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近几年,“慕课”“微课”的学习、“翻转课堂”教学在中国的中小学迅速升温。2013年华东师范大学慕课中心举行首届全国中小学教师/全国高等师范院校学生微视频大奖赛,首届比赛就获得国内外教育界的广泛关注。国内外对微视频在教学领域的研究也是近几年开始流行,微视频在教学中的应用是一种比较新颖的教学方式,但是由于设备及思想观念的限制,很多教师对这种教学方式有抵触的心理,所以微视频在高中教学中的应用还不是很普遍。但是对于像高中生物这种微观知识占绝大比例的学科来说,运用微视频进行微观教学内容具有不可比拟的优势。单纯的靠讲解往往不能把微观知识生动形象的呈现在学生眼前,较难唤起学生的积极性,如果采用微视频进行生物微观方面的教学,不仅能够将多姿多彩的微观世界呈现出来,同时还可以激起学生学习的欲望。高中生物分为必修模块和选修模块,必修模块包括分子与细胞、遗传与进化及稳态与环境,选修模块包括生物技术实践、生物科学与社会及现代生物科技专题。从各个模块可以看出,每个模块几乎都会涉及到微观知识,这部分内容往往比较抽象、难懂,学生学起来很费力、学习积极性也不高。这时如果借助视频进行微观内容的教学,可以加深学生对微观内容的印象,促使其对微观知识的理解,激发学生的学习兴趣。要将微视频应用于高中生物的微观教学,首先需要获取、制作微视频,即要将高中生物微观内容与微视频进行设计,设计出能够把高中生物微观内容呈现出来,且有助于学生学习高中生物微观内容的教学微视频。这个设计的过程需要对教材进行分析、对新课标进行深刻的理解之后才能进行微视频的加工及制作,加工和制作微视频需要教师学习一些软件,并能进行简单的操作。本篇论文介绍的制作和加工微视频的方法并不需要教师有很强的计算机专业知识,只要教师能够制作演示文稿PPT、有一定的计算机操作基础都能学会这些简单的操作方法,所以本篇论文介绍的制作和加工微视频的方法适合所有学科教师进行学习。本文首先从理论着手,采用文献法,在仔细研读教育学、教育心理学及高中生物课程标准和高中生物人教版必修一教材等众多书籍的基础上,对高一学生的学习心理和学习规律及高中生物必修一的微观内容进行了合理的分析,并由此设计了四份具有代表性的教学设计及4个教学微视频：笔者还采用访谈调查法,对三亚市第一中学的高一生物教师使用微视频教学的情况进行调查,得知微视频在高中生物教学中使用较少,且研究不多,有些老师虽然采用微视频进行生物教学,也肯定了视频确实能够激发学生的学习兴趣,但是由于对制作视频和编辑视频的方法不太了解且没有深入研究,所以很少运用视频进行教学。最后就实践的过程中出现的问题、及师生给予的一些参考性的建议,对本研究做了详细的总结。本文共分为五个章节：第一章为引言,主要阐述了问题的来源及国内外微视频在教学领域的研究概况,本研究的研究价值、意义和研究方法。微视频是短而精的视频短片,具有形象生动的特点,用其进行教学,可以激发学生的学习兴趣,培养学生自主学习的能力,从而提高学习的效率。第二章主要介绍本研究相关概念和理论基础。对微视频、高中生物微观内容等概念进行了具体的介绍,同时在佩维奥双重编码理论、建构主义学习理论等理论基础指导下开展了研究和设计。第三章是本论文的重点。主要介绍了基于高中生物课程标准、高中生物人教版必修一教材的基础上,进行了微视频的设计及教学设计。同时本章节还介绍了录制微视频及编辑微视频的原则,录制视频和处理原有视频资源的软件和方法。第四章是本研究的应用实践,主要介绍了微视频应用于高中生物微观教学内容的途径及本研究的课堂部分实录。第五章是研究总结和展望,对本研究的研究成果及本研究存在的问题进行了总结,并对下一步研究提出了展望。
[Abstract]:In recent years, the "Mu" and "micro class" learning, "flipped classroom in primary and middle school teaching in the Chinese rapidly.2013 East China Normal University Mu class center held a teacher / student National Higher Normal Colleges micro video Grand Prix in primary and secondary schools in the first national, the first game has received wide attention in the education field at home and abroad. The research in the field of teaching micro video also became popular in recent years, the application of micro video in teaching is a new teaching mode, but due to the equipment and the ideas of the restrictions, many teachers have the psychological conflict of this teaching method, so the micro video application in teaching in high school is not universal. But as the high school biology. Micro knowledge accounted for the vast proportion of the subjects, the use of micro video micro teaching content has incomparable advantages. Simply cannot explain often Presents the micro knowledge vividly in front of the students, to arouse the enthusiasm of the students, if the micro video biological micro aspects of teaching, not only can the micro world colorful picture, but also can arouse the students' desire to learn. High school biology is divided into compulsory and elective modules, including molecular and compulsory module cell genetics and evolution and the steady state and environment, elective modules including biotechnology practice, special biological science and society and modern biotechnology. From each module can be seen, each module is almost always related to micro knowledge, this part is often abstract and difficult, students learn very hard, learning enthusiasm is not if the micro content is high. With the aid of the video teaching, students can deepen the impression of micro content, promote the understanding of the micro knowledge, stimulate students' learning Interest. To micro micro video used in high school biology teaching, first need to obtain, making micro video, you need to design and content of high school biological micro micro video, designed to take the high school biological micro content presentation, and help students to learn the teaching content of high school biological micro micro video of this design. The need for materials to analyze the process of the new curriculum, understanding only after the processing and fabrication of micro video, video processing and making micro teachers need to learn some software, and can be a simple operation method. This paper introduces the production and processing of the micro video does not require teachers have strong professional knowledge of computer if teachers can make a presentation, PPT, have some basic computer operation can learn these simple operation method, so this paper introduces the production and processing of micro The method is suitable for all video learning teachers. This paper from the theory, using the method of literature, after carefully reading education, basic education, psychology and biology curriculum standard for senior high school and high school biology education edition textbooks required a number of books on the high school students learning psychology and learning rules and a compulsory high school biology the micro content is analysed, and thus the design of the four teaching design representative and 4 micro video teaching: the author also uses interviews, the first middle school of Sanya city high biology teachers were investigated with micro video teaching, that micro video less used in biology teaching in senior high school, and not on some teachers, although the use of micro video of biology teaching, also affirmed the video can stimulate students' interest in learning, but due to the production of video coding and Methods videos do not understand and no in-depth study, so rarely use video for teaching practice. Finally, the problems in the process of teachers and students, and give some suggestions on this research, summarized in detail. This paper is divided into five chapters: the first chapter is the introduction, mainly elaborated the origin of the problem and research situation at home and abroad in the field of micro video teaching. The value of this study, significance and research methods. The micro video is short and fine video clips, with vivid characteristics of teaching, can stimulate students interest in learning, cultivate students' autonomous learning ability, so as to improve the learning the efficiency. The second chapter mainly introduces the related concepts and theoretical basis. The micro video content, high school biology micro concept introduced in detail, at the same time Paivio dual encoding theory, constructivism theory Learning theory under the guidance of research and design. The third chapter is the focus of this paper. This paper mainly introduced the high school biology curriculum standards based on the basis of biological teaching high school compulsory course, the teaching design and design of micro video. At the same time, this chapter also introduces the micro video recording and editing micro the principle of video, video recording and processing of the original video resources, software and methods. The fourth chapter is the practice of this research, mainly introduces the way of micro video application in high school biology teaching and the research content of the micro class part of record. The fifth chapter is the summary and outlook, on the results of this research and the the research questions are summarized, and the prospect for the next research.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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