中学物理实验视频资源设计、开发与应用
发布时间：2018-07-13 14:02
【摘要】：随着计算机、网络和手机的发展,通过视频这种视觉方式去接收信息,获取知识,消遣娱乐已经成为人们的一种新型的生活方式。同时伴随教育信息化的推进,视频资源开始广泛应用于教育教学中,学生和教师对视频资源的需求越来越大。教学视频资源是一种重要现代化的课程资源,随着教育改革的推进,教学视频资源的开发变得日益重要。 本论文是在视觉文化和教育信息化的背景下,以视听教育理论、建构主义理论、心理学理论为指导,对中学物理实验视频资源的设计、开发与应用进行了初步的系统的研究。主要是说明了现行物理实验视频资源存在的问题；对中学物理实验视频资源的内涵进行界定；在借鉴电视教材基础下,分析了物理实验视频设计的一般过程,同时笔者梳理、总结教学视频设计的基本理论和物理实验的特点后,提出物理实验视频资源设计原则；根据物理实验的特点和作用,设计了物理实验视频的类型；从教师常用的获取教学视频资源的手段出发,提出了教师自助拍摄制作视频、网络搜索下载视频、从中学物理教学资源库获取视频等三种物理实验视频的开发模式,并初步的系统的探索了开发这三种视频模式的方法,并对这三种不同开发模式的特点和优缺点进行分析比较。最后,在物理实验视频资源的课堂教学的应用环节中,从以下方面进行探索：(1)结合教学案例,侧重分析利用实验视频资源创设教学情境和突破重难点知识；(2)利用经典物理实验和科技前沿知识的视频资源展开对学生物理科学素养的培养。
[Abstract]:With the development of computer, network and mobile phone, it has become a new way of life to receive information, acquire knowledge, and entertain by video. At the same time, with the development of educational informatization, video resources are widely used in education and teaching. Students and teachers need more and more video resources. Teaching video resource is an important modern curriculum resource. With the development of educational reform, the development of teaching video resource becomes more and more important. Under the background of visual culture and educational information, guided by the theories of audio-visual education, constructivism and psychology, this paper makes a preliminary systematic study on the design, development and application of the video resources of physics experiments in middle schools. It mainly explains the problems existing in the current physical experimental video resources; defines the connotation of the physical experimental video resources in middle schools; analyzes the general process of the physical experimental video design on the basis of the television teaching materials; at the same time, the author combs, After summarizing the basic theory of instructional video design and the characteristics of physical experiment, the design principles of physical experiment video resource are put forward, and the types of physical experiment video are designed according to the characteristics and functions of physical experiment. Starting from the common means of obtaining teaching video resources, this paper puts forward three kinds of physical experiment video development modes: teachers' self-shooting and making video, searching and downloading video on the network, obtaining video from middle school physics teaching resource bank, etc. The methods of developing the three video modes are explored, and the characteristics, advantages and disadvantages of the three different development modes are analyzed and compared. Finally, in the application of physical experimental video resources in classroom teaching, the following aspects are explored: (1) combining with teaching cases, the author focuses on the analysis of creating teaching situation and breaking through the difficult knowledge by using experimental video resources; (2) using the video resources of the classical physics experiment and the frontier knowledge of science and technology to cultivate the students' scientific literacy of physics.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.7;G434
本文编号：2119613
[Abstract]:With the development of computer, network and mobile phone, it has become a new way of life to receive information, acquire knowledge, and entertain by video. At the same time, with the development of educational informatization, video resources are widely used in education and teaching. Students and teachers need more and more video resources. Teaching video resource is an important modern curriculum resource. With the development of educational reform, the development of teaching video resource becomes more and more important. Under the background of visual culture and educational information, guided by the theories of audio-visual education, constructivism and psychology, this paper makes a preliminary systematic study on the design, development and application of the video resources of physics experiments in middle schools. It mainly explains the problems existing in the current physical experimental video resources; defines the connotation of the physical experimental video resources in middle schools; analyzes the general process of the physical experimental video design on the basis of the television teaching materials; at the same time, the author combs, After summarizing the basic theory of instructional video design and the characteristics of physical experiment, the design principles of physical experiment video resource are put forward, and the types of physical experiment video are designed according to the characteristics and functions of physical experiment. Starting from the common means of obtaining teaching video resources, this paper puts forward three kinds of physical experiment video development modes: teachers' self-shooting and making video, searching and downloading video on the network, obtaining video from middle school physics teaching resource bank, etc. The methods of developing the three video modes are explored, and the characteristics, advantages and disadvantages of the three different development modes are analyzed and compared. Finally, in the application of physical experimental video resources in classroom teaching, the following aspects are explored: (1) combining with teaching cases, the author focuses on the analysis of creating teaching situation and breaking through the difficult knowledge by using experimental video resources; (2) using the video resources of the classical physics experiment and the frontier knowledge of science and technology to cultivate the students' scientific literacy of physics.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.7;G434
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