小学高年级数学微课的应用研究

发布时间：2018-01-20 21:27

本文关键词： 数学微课应用　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着信息技术的快速发展,微博、微电影、微信等“微”产品出现在我们的日常生活中,给我们的生活带来了极大方便。然而在教育领域,人们也一直在不断地探索“微”元素在教育中的应用,翻转课堂、微型学习、微视频、微课程、微课等在教育领域都得到了应用。由于微课具有视频长度短、主题小、设计制作精良、学习效果好等特点,同时随着大屏智能手机、掌上电脑和平板电脑等的普及以及移动互联网的快速发展为微课的应用提供了物质基础。为了更好的发挥微课在小学高年级数学教学过程中的价值,提高学生的学习效果,笔者通过以下几个方面对小学高年级数学微课的应用进行了研究。第一、在广泛阅读了国内外有关微课的期刊、网站、论文、图书著作等基础上,分析了微课在我国教育中的研究背景;根据国内外关于微课的研究方法,确定了小学高年级数学微课的设计开发与应用的研究意义、研究内容和研究方法。第二、参考了国内外关于微课慨念的界定与研究微课的理论基础,本文对微课的慨念进行了重新界定并选择了建构主义学习理论、非正式学习理论、微型学习理论作为小学高年级数学微课的设计开发与应用研究的理论依据。第三、通过问卷调查的形式对微课在平南县安怀镇中心小学、新益小学、旺官小学、高荔小学等四所小学高年级数学中的应用情况进行调查,对微课在具体应用过程中存在的问题及原因进行分析,从学生、教师、教学环境、课程四个维度分析了在小学高年级数学教学中应用微课的可行性。第四、在借鉴前人已有的理论成果的基础上提出了小学高年级数学微课的设计三个原则,即微原则、以“学生为中心”的原则、交互性原则;研究了小学高年级数学微课设计模型,具体包括有微课前期分析设计、微课设计、微课开发、微课应用、微课评价反馈阶段。同时强调了在微课设计过程中还应当包括相关配套的微课资源的设计,如微课件、微教案、微学案、微练习等。将微课的开发方式分为:摄制式、录屏式、软件合成式、混合录制式并对每种微课的开发方式进行了简单介绍,同时以平行四边形的面积为例设计了微课。第五、研究了微课的应用方式,将应用方式分为翻转式应用、课前预习应用、课后复习应用3种类型,并将每种应用方式都在小学高年级数学中进行了应用研究。并采用Z检验法和问卷调查法对微课在小学高年级数学中的应用效果进行了检验和调查。同时对小学高年级数学微课的设计、开发与应用的改进提出了微课要关注小学高年级学生的特点,微课要重“质”不重“形式”、微课要以辅助课堂教学为目的等要求。第六、总结了本论文的研究结论和存在的不足。第七、对本论文的研究前景作出了展望。
[Abstract]:With the rapid development of information technology, Weibo, micro-movies, WeChat and other "micro-products" appear in our daily life, which brings great convenience to our life. However, in the field of education. People have been constantly exploring the application of "micro-" elements in education, such as flipping classroom, micro-learning, micro-video, micro-curriculum, micro-lesson and so on, all of which have been applied in the field of education. The theme is small, the design is excellent, the study effect is good and so on, at the same time along with the big screen smart phone. The popularity of palmtop computers and tablet computers and the rapid development of mobile Internet provide the material basis for the application of micro-lessons. In order to better play the value of micro-lessons in the teaching process of mathematics in primary school. To improve the learning effect of students, the author through the following aspects of the application of mathematics microcourses in primary schools are studied. First, in the extensive reading of the domestic and foreign micro-course journals, websites, papers. On the basis of books and works, this paper analyzes the research background of micro-course in Chinese education. According to the domestic and foreign research methods about micro-lesson, the research significance, research content and research method of the design, development and application of the mathematics micro-lesson in the senior grade of primary school are determined. Referring to the theoretical basis of the definition and research of micro-lesson, this paper redefines the micro-lesson and selects constructivism learning theory and informal learning theory. Micro learning theory is the theoretical basis for the design, development and application of mathematics microcurriculum in senior primary schools. Third, through the form of questionnaire survey, micro-lessons in the central primary school in Anhuai Town, Pingnan County, Xinyi Primary School, Wangguan Primary School. The application of mathematics in the senior grade of four primary schools such as Gali Primary School is investigated, and the problems and reasons in the specific application process of micro-lesson are analyzed, from the students, teachers, teaching environment. The four dimensions of the curriculum analysis of the feasibility of the application of micro-class in mathematics teaching in primary schools. 4th, on the basis of the previous theoretical results, proposed three principles of the design of mathematics micro-lesson in senior primary school. That is, micro-principle, "student-centered" principle, interactive principle; This paper studies the design model of mathematics micro-lesson in the senior grade of primary school, including micro-analysis design, micro-lesson design, micro-lesson development and micro-lesson application. At the same time, it is emphasized that the design of micro-lesson resources should include the design of related micro-lesson resources, such as micro-courseware, micro-teaching plan, micro-learning case. The development methods of microcourse are divided into three types: filming, recording, software synthesis, mixed recording, and the development of each kind of microcourse is introduced briefly. At the same time, taking the area of parallelogram as an example, the microcourse 5th is designed, and the application mode of microcourse is studied. The application mode is divided into three types: flipping application, previewing application before class and review application after class. Every application method is applied in mathematics of senior grade in primary school, and the application effect of micro-class in mathematics in senior grade of primary school is tested and investigated by using Z test and questionnaire survey at the same time. The design of microcourse in senior mathematics. The improvement of development and application puts forward the requirement that micro-class should pay attention to the characteristics of senior students in primary school, pay attention to the "quality" and "not the form" of micro-class, and the purpose of micro-lesson should be to assist classroom teaching. 6th. The conclusions and shortcomings of this paper are summarized. 7th, the prospect of this paper is prospected.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G623.5

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