基于手持终端的微学习活动设计研究

发布时间：2018-01-01 05:15

本文关键词：基于手持终端的微学习活动设计研究　出处：《华中师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：21世纪是信息的时代,手持终端的便捷性和普遍性,信息传播途径的社会性和多样性,现代大众文化中快餐、娱乐、消费等元素的加入,使得终身学习的观念不断深入,基于手持终端的微学习应运而生并不断发展。微学习指的是学习者主动通过使用现有的、便捷的手持终端设备,随时随地获取手持终端设备中提供的片段化学习资源进行学习以及时、快速地解决学习、生活或工作中遇到的各种问题的一种新型学习方式。对基于手持终端的微学习来说,针对学习内容和学习活动展开的微学习设计是关键,而微学习活动设计又是微学习设计的核心,微学习活动设计的主要研究方向包括：活动理论指导下的基于手持终端之微学习的学习活动设计的过程和方法、微学习活动设计成果的呈现方式、微学习活动设计案例等。本文主要从基于手持终端的微学习活动中相关概念的界定、理论基础的指导、过程和方法的设计、结果的呈现方式、案例的设计、案例的实现、微学习案例实施过程和不同手持终端微学习案例的对比等方面进行研究。采用的主要方法有文献研究法、对比分析法和案例研究法。主要做了以下工作：第一,在对国内外文献分析的基础上,对微学习及其相关概念手持终端、微学习活动等作了严格界定,指出基于手持终端微学习活动设计的理论基础及其对本文研究的指导作用。第二,提出基于手持终端微学习活动设计的过程和方法,引入了活动单这一概念,这也是本文的核心内容,由于微学习活动需要借助手持终端来实现,在此还设计了微学习活动设计案例的呈现方式,包括活动单的呈现和微学习活动过程的呈现两部分。第三,根据基于手持终端微学习活动设计过程和方法设计了案例用于情境学习的微学习活动案例《电脑配件的选购与安装》和用于传统课堂补充的微学习活动案例初中英语《宾语从句》,其中《宾语从句》案例在Android系统中实现,并设计了课堂中微学习活动的实施过程。第四,分析和比较了不同手持终端主要是智能手机、学生用平板电脑、电子词典和学习机中的微学习活动案例,总结了其微学习活动的设计对本文中微学习活动设计过程和方法的启示,为以后微学习活动设计的过程和方法提供了改进和完善的依据。本文的特色在于提出了详细的基于手持终端的微学习活动设计过程和方法,为微学习活动设计者提供了直接的参考,微学习活动单的设计,让学习者对微学习活动一目了然。微学习活动案例的实现和实施过程为以后的微学习活动提供了借鉴和指导。
[Abstract]:21th century is the era of information, the convenience and universality of handheld terminals, the sociality and diversity of information dissemination channels, the fast food, entertainment, consumption and other elements of modern mass culture. The concept of lifelong learning continues to deepen, and micro-learning based on handheld terminals emerges as the times require and continues to develop. Micro-learning refers to learners actively through the use of existing, convenient handheld terminal devices. A new type of learning method, which can obtain the segmented learning resources provided by handheld terminal devices at any time and anywhere in order to solve all kinds of problems in learning, life or work in a timely and fast manner. For micro-learning based on handheld terminals, the design of micro-learning is the key to the learning content and learning activities, and the design of micro-learning activities is the core of micro-learning design. The main research directions of micro-learning activity design include: the process and method of learning activity design based on handheld terminal micro-learning under the guidance of activity theory, and the presentation method of micro-learning activity design results. Microlearning activities design case, etc. This paper mainly from the hand-held terminal based on micro-learning activities in the definition of related concepts, theoretical guidance, process and method design, the presentation of results, the design of cases, case implementation. The main methods are literature research, comparative analysis and case study. The main work is as follows: First, on the basis of literature analysis at home and abroad, micro-learning and its related concepts handheld terminal, micro-learning activities are strictly defined. This paper points out the theoretical basis of the design of microlearning activities based on handheld terminals and its guiding role in the research of this paper. Secondly, the process and method of microlearning activity design based on handheld terminal is put forward, and the concept of activity sheet is introduced, which is also the core of this paper, because micro-learning activities need to be realized by handheld terminal. This paper also designs the presentation method of microlearning activity design case, including the presentation of activity sheet and the presentation of micro-learning activity process. Number three. According to the design process and method of microlearning activities based on handheld terminals, this paper designs the case of micro-learning activities for situational learning < the purchase and installation of computer accessories "and the case of micro-learning activities for traditional classroom supplement." English object clause. The object clause case is implemented in the Android system, and the implementation process of the micro-learning activities in the classroom is designed. In 4th, the microlearning activities in different handheld terminals, such as smart phones, student tablets, electronic dictionaries and learning machines, were analyzed and compared. The enlightenment of the design of micro-learning activities to the design process and methods of micro-learning activities in this paper is summarized, which provides a basis for improving and perfecting the design process and methods of micro-learning activities in the future. This paper presents a detailed design process and method of micro-learning activities based on handheld terminals, which provides a direct reference for the designers of micro-learning activities, and the design of micro-learning activity sheets. The realization and implementation process of micro-learning activities can provide reference and guidance for micro-learning activities in the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：TP391.6;G434

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