视觉学习视角下微课的可视化表征设计与实现

发布时间：2018-01-25 21:17

本文关键词： 微课视觉学习可视化表征设计　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：进入21世纪以来,在互联网时代的大背景下,在终身学习理念的助推下,教育教学改革正在刻不容缓的发生,如何利用互联网来进行学习是教育界关心的主要问题之一。2015年7月,国务院印发《国务院关于积极推进“互联网+”行动的指导意见》,“互联网+”时代下,“互联网+教育”正在给教育带来深刻变革,微课作为新兴的教育教学模式,凭借其“短小精悍”,主体突出等特点,满足了学习者日常学习的需求,正在被广泛的应用到各教育教学领域,受到了广大教育工作者的关注和研究。现阶段微课的数量有着显著的提升,但是微课质量偏低,尤其实在视觉学习的背景下,没有以学习者为中心,忽略了微课的可视化表征设计,即微课视频质量低劣,画面粗糙,内容结构设计不合理,画面不能更好的帮助学习者进行学习等问题。本研究在研读微课相关文献和实践的基础上,总结和设计了如何对微课进行可视化表征设计与实现,希望为微课教学资源的设计与实现提供一些经验和借鉴参考。本文一共分六个部分对视觉学习视角下微课的可视化表征设计与实现的相关内容进行了阐述。第一章介绍了本文的研究背景、国内外研究现状、研究目的与意义、内容与方法、特色与创新点,为后续研究奠定基础。第二章对微课及相关概念进行了界定,并对微课所涉及的相关理论进行阐述。第三章对微课的知识可视化表征进行设计,主要分为:可视化表征内容构建、形式探究、可视化表征设计。第四章是以《(九年级化学)元素周期表》为例来进行视觉学习视角下微课的可视化表征设计与实现。第五章是对根据知识可视化表征设计的微课进行适用性研究,通过问卷调查法和访谈法进行具体调查。第六章是对全文的总结与展望。通过研究发现,具有良好可视化表征设计的微课对学习者有着很大的吸引力且愿意通过微课来进行学习。微课的可视化表征设计就是让学习者保持对微课教学兴趣的重要抓手,只有具备良好的可视化表征设计能力,设计出吸引学习者注意力的微课才能更好的帮助学习者学习,提高学习者的学习效率,促进微课的传播!
[Abstract]:Since 21th century, under the background of the Internet era, under the help of life-long learning concept, education and teaching reform is taking place without delay. How to use the Internet for learning is one of the major issues of concern to the educational community. In July 2015, the State Council issued the State Council's guiding opinions on actively promoting the "Internet". In the era of "Internet", "Internet education" is bringing profound changes to education. As a new educational teaching mode, micro-lesson is characterized by its "short and tough" and prominent subject. Meet the needs of daily learning of learners, is widely used in the field of education and teaching, by the majority of educators attention and research. At this stage, the number of micro-courses has significantly improved. However, the quality of micro-lesson is low, especially under the background of visual learning, there is no learner-centered, the visual representation design of micro-lesson is neglected, that is, the video quality of micro-lesson is poor and the picture is rough. The design of content structure is unreasonable and the picture can not help learners to learn better. This study is based on the study of the relevant literature and practice of micro-lessons. This paper summarizes and designs how to design and implement the visualization representation of micro-class. It is hoped to provide some experience and reference for the design and implementation of teaching resources of micro-lesson. This paper is divided into six parts to explain the design and implementation of visual representation of micro-lesson in visual learning perspective. The chapter introduces the research background of this paper. Domestic and foreign research status, research purposes and significance, content and methods, characteristics and innovation points, for further research laid a foundation. The second chapter of micro-lessons and related concepts are defined. The third chapter designs the knowledge visualization representation of micro-lesson, mainly divided into: visual representation content construction, form research. Visual representation design. Chapter 4th is based on the. The periodic table is used as an example to design and implement the visual representation of micro-lessons from the visual perspective. Chapter 5th is a study on the applicability of micro-courses designed according to the visual representation of knowledge. Through questionnaires and interviews to conduct specific investigations. 6th chapter is a summary of the full text and prospects. Through the study found. Micro-lesson with good visual representation design has great attraction to learners and is willing to learn through micro-class. The visual representation design of micro-lesson is an important grasp for learners to maintain their interest in micro-lesson teaching. Only if we have a good visual representation design ability to design a micro-lesson to attract learners' attention can we better help learners to learn improve the learning efficiency of learners and promote the spread of micro-lessons.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.8

【参考文献】