基于Focusky的高中生物深度缩放式微课设计探索

发布时间：2018-01-26 00:00

本文关键词： 微课微课设计高中生物深度缩放式 Focusky　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：微课自2010年引入我国以来,一直以其短小精悍的魅力吸引着研究者的目光,在我国取得了迅速发展。但与此同时,在微课发展过程中也逐渐显现出了一些弊端,比如目前的微课以PPT录屏式和课堂实录式为主,总体种类较为单一,且制作水平参差不齐。因此改变微课的单一呈现方式,提高微课制作水平成为目前亟待解决的问题。为较好解决当前微课制作问题,提高微课质量,笔者将借助Focusky软件,以高中生物必修一《细胞的结构》为例,尝试进行不同于PPT录屏式的深度缩放式微课设计。此次研究总共分为六个部分。首先笔者通过CNKI、EBSCO等数据库查阅整理微课设计发展的相关资料,掌握了其研究背景,分析了解了国内外微课的研究现状和主要设计模式;其次,笔者从实际出发,分析了微课特征、高中生物学科和学生特点、Focusky软件优势,并在建构主义理论、认知负荷理论、戴尔“经验之塔”等理论指导下,总结出微课设计必须遵循的几项基本原则,并提出一套详细系统的深度缩放式微课的设计流程:前提分析、选题、规划设计、素材准备、视频集成、反思完善;第三,为证明该设计方法的可行性,笔者以高中生物必修一《细胞的结构》为例,结合具体内容进行深度缩放式微课的设计与制作,并对微视频成品进行修改和完善;第四,为了解该类微课的教学效果,笔者将成品以翻转课堂的形式应用到实践教学当中,并通过单元检测、课堂表现观察、调查问卷、师生访谈等方式获得相关评价和反馈信息;第五,通过综合成绩分析、学生课堂表现和师生评价情况,笔者得出深度缩放式微课能够有效增强学习兴趣,提高学生成绩,增进教学效果的结论;最后笔者回顾了此次研究过程,并对研究中出现的问题进行了深刻的总结与反思。笔者希望通过此次研究,能够充分发挥Focusky软件深度缩放式非线性展示优势,打破当前线性展示的单一呈现局面,以提高微课质量,实现微课种类多样化;同时也希望此次探索能够为后续深度缩放式微课设计研究带来启发与帮助。
[Abstract]:Since it was introduced into our country in 2010, microcourse has been attracting the attention of researchers with its short charm, and has made rapid development in our country, but at the same time. In the course of the development of microcourses, some drawbacks have gradually appeared, such as the current microcourses are mainly PPT screen recording and classroom recording, and the overall category is relatively single. And the production level is not uniform. Therefore, changing the single presentation mode of micro-lesson, improving the production level of micro-lesson becomes a problem to be solved. In order to solve the problem of micro-course production, improve the quality of micro-lesson. With the help of Focusky software, the author will take "Cell structure" as an example. This study is divided into six parts. First, the author uses CNKI. EBSCO and other databases to sort out the development of micro-course design related materials, master its research background, analysis and understanding of the domestic and foreign micro-course research status and main design patterns; Secondly, the author analyzes the characteristics of micro-course, biology and student characteristics of Focusky software, and in the constructivism theory, cognitive load theory. Under the guidance of Dale's theory of "Tower of experience", this paper summarizes several basic principles that must be followed in micro-lesson design, and puts forward a set of detailed systematic design flow of depth scaling micro-lesson: premise analysis, topic selection, planning and design. Material preparation, video integration, reflection and perfection; Third, in order to prove the feasibility of the design method, the author takes the "Cell structure" as an example, combining the specific content of the design and production of the deep zoom micro-course. And modify and perfect the micro video product; 4th, in order to understand the teaching effect of this kind of micro-course, the author applies the finished product to the practice teaching in the form of flipping classroom, and through unit testing, classroom performance observation, questionnaire. Teachers and students interview and other ways to obtain relevant evaluation and feedback information; 5th, through the comprehensive result analysis, the student classroom performance and the teacher and student appraisal situation, the author draws the conclusion that the depth scaling microcourse can effectively enhance the study interest, the enhancement student achievement, enhances the teaching effect; In the end, the author reviews the research process, and makes a deep summary and reflection on the problems in the study. The author hopes to pass this study. Focusky software can give full play to the advantages of depth scaling nonlinear display, break the current linear display of a single situation, in order to improve the quality of micro-lessons, to achieve the diversity of micro-classes; At the same time, I also hope that this exploration can bring inspiration and help for the design research of deep zoom micro course.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.91

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