高中生物学PPT式微课的设计、制作与应用研究

发布时间：2018-01-02 15:34

本文关键词：高中生物学PPT式微课的设计、制作与应用研究　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：“微时代”下,教学领域产生了一种新颖的课程资源——微课,它拓宽了学生学习的路径。并使得教师由指导者、讲授者转变为课程资源的开发者和设计者,有利于提高教师主人翁意识和责任感,提高教育教学能力,促进教师的专业发展。微课是用来讲解某一知识点或处理某一问题或说明某一道理,以精短视频的形式展现出来,应用到教学领域的一种资源。微课是在非物理课堂教学环境下制作的,用于虚拟学习环境下的教与学,支持多平台、多终端。通过教育实习及文献查阅,得知我国微课的理论研究较多,而与实际具体学科的整合研究较少,尤其在生物学教学实践中,微课教学模式的实践很少。高中生物学课堂教学还是以接受学习为主导,教学方式单一,学生在教师的讲授下进行机械记忆,其学习效果较差。微课则可以给予教师较自由的空间,开发适合自己教学风格和学生学习特点的教学内容,开拓学生学习的渠道,给缺乏生机的教学活动注入一股活力。本论文采用了文献研究法、访谈法、案例研究法、行动研究法等方法对高中生物学PPT式微课的类型、特点、内容选取的标准、设计方案和制作流程进行了全面而深入的研究,并将制作的案例进行教学实践,总结微课教学反馈观点。整体来说,本论文得出以下研究结论：高中生物学PPT式微课的类型主要有六种,它们分别为知识讲解型微课、呈现事物型微课、技巧讲解型微课、概念辨析型微课、科学家简介型微课、习题讲解型微课。高中生物学微课注重概念、原理、生命活动现象的讲解,这是与其他学科微课最明显的区别。所以微课内容的选取标准有五方面,分别为：知识点要具有完整性,具有代表性；内容上要具有科学性并且包含的信息要适量,避免无关信息的干扰。微课设计环节需要注意两个方面,从技术角度,课件要设计成宽屏,提高视觉效果,要设计好母版的布局、背景声音、切换效果和时间间隔。从内容呈现角度,课件要设计片头和片尾,并且信息要全面,要设计好教学目标,明确学生学习要达到的水准,正文要按着知识点内在的逻辑性与学生认知发展特点进行组织。PPT式微课制作时要做好录制前的工作处理,录制时要确保录制环境的安静,后期处理要注意内容的完整性和时间的精简性,并且注意使用绘声绘影美化微课后而生成的视频的大小。笔者设计制作了高中生物学五个微课作品,分别为“孟德尔”科学家简介类微课、“染色体组概念”讲解类微课、“染色体组数目判断”技巧指导类微课、“细胞凋亡与细胞坏死”概念辨析类微课、错题分析类微课。微课在教学实践中,注意不要代替课堂教学,微课只是起辅助学生学习作用的教学资源。学生自学的态度决定了教学效果。并且,微课的开发和推广面临着种种现实问题。希望本论文对广大师生理解PPT式微课和设计、录制微课有所帮助。
[Abstract]:The "micro era", teaching field has produced a new curriculum resources -- Micro course, it broadens the path of learning. And the teacher by the instructor, developers and designers of teaching into the curriculum resources, to improve teachers' sense of ownership and responsibility, improve teaching ability, professional development promote teachers. Micro class is used to explain a certain knowledge or dealing with a problem or illustrate a truth, displayed in the form of short video, applied to a field of teaching resources. The micro lesson was made in non physics classroom teaching and learning environment, for the virtual learning environment to teach. Support multi platform, multi terminal. Through education practice and literature review, that more research the theory of China's Micro course, and with the actual specific discipline integration research, especially in biology teaching practice, micro teaching model of real The practice is few. The high school biology classroom or to accept learning oriented, single teaching method, students of mechanical memory in the teacher's teaching, the learning effect is poor. The micro lesson can give teachers more free space, teaching contents suitable for the development of their own teaching style and learning characteristics of students, develop students' learning channel, injection a lack of vigor vitality to the teaching activities. This paper adopts literature research method, interview method, case study method, action research method, characteristics of micro teaching in senior high school biology type, PPT, content selection criteria, design and fabrication process for a comprehensive and in-depth research, and production the case teaching practice, summed up the micro teaching feedback. Overall, this paper draws the following conclusions: high school biology class micro PPT there are six main types, they are known Explain the general type micro class, showing things micro course, explain the skill type micro class, the concept of micro course, scientists profile micro class exercises to explain micro lesson. The high school biology micro classes focus on concept, principle, to explain the phenomena of life activities, this is the micro class and other subjects the most obvious difference. So the criteria for the selection of micro course content has five aspects, respectively: knowledge points should be comprehensive, representative; the content should be scientific and information contained in moderation, avoid the interference of irrelevant information. The micro class design aspects need to pay attention to two aspects, from the point of view of technology, courseware is designed for widescreen, improve the visual effects, to design a good master layout, background sound, switching effect and time interval. From the content point of view, to design courseware titles and credits, and the information to be comprehensive, in order to design the teaching goal clear, learning to achieve the standard, is This paper according to the logic and the development of students' cognition characteristics of knowledge about the inner organization of.PPT micro class production should be recorded before the treatment work, recording to ensure the recording environment quiet, streamlining of post processing integrity and time to pay attention to the content, and pay attention to the use of true to life and the video beautification micro class size. The author made high school biology five micro class works, respectively "Mendel" scientists introduction class micro class, "genome" concept to explain the micro lesson, "chromosome number judgment" micro "skills guidance course, cell apoptosis and cell necrosis on the concepts of micro course, error analysis micro micro class courses. In the teaching practice, pay attention not to replace the classroom teaching, students' learning micro class only play a supporting role in teaching resources. Students learning attitude determines teaching effect. And the micro class The development and promotion of facing various practical problems. I hope this paper and the design of the PPT micro course of understanding between teachers and students, help the recording micro class.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G434;G633.91

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