理解取向的微课设计及应用研究

发布时间：2018-03-28 18:38

本文选题：理解性教学　切入点：微课设计　出处：《江南大学》2017年硕士论文

【摘要】：近几年来,随着媒体技术的日新月异,教育教学方式发生了翻天覆地的变化,海量的数字化和可视化学习资源不断地涌现,资源的碎片化和微学习成为学习型社会的发展趋势。微课作为一种重要的碎片化学习资源备受关注,许多一线教师和研究者也都参与到了微课的设计、开发及应用效果研究中。在国内,微课的提出是为了方便教师教学大赛和课件大赛的评比。传统的参赛教学课件一般为40分钟左右的全程实录,课件历时较长、评审难度大、成本高参与面小、赛后课件应用率低下。微课以其短、小、精、悍的特征,满足了参赛课件表现形式微小化和内容设计精致化的诉求。但是许多人对为什么要“微课”,围绕什么“微课”这些本质问题并不十分清楚,导致当前微课形式大于内涵的问题十分突出。随着微课在学校教学中的实践和应用,微课设计质量和应用有效性成为了教学者关注的重点。本研究以理解性教学为理论基础,将促进学习者理解融合到整个微课设计的内容组织和活动设计当中,同时以问题为导向设计微课,提出了微课的内容要选取教学中的核心问题或关键技能;微课的设计应坚持引入问题启发理解;分析问题引领理解;解决问题支持理解;总结反馈表征理解的教学设计策略。微课的实施应围绕问题设计活动,促进理解开展评价;并结合具体的课程《现代教育技术》中多媒体课件设计与开发主题进行应用,分析其应用效果。主要研究方法有文献分析法、问卷调查法、准实验研究法,本论文的研究内容主要涉及三个方面,首先对现有的微课设计和应用方面的论文进行文献梳理,整理出当前微课设计的优势和不足。其次,以理解为中心,整合当前微课设计的优势部分,同时结合问题导向的学习理念设计和开发理解取向的微课。最后,选取多媒体课件设计与开发主题对理解取向微课进行应用,依据效果总结和反思,并对理解取向微课设计过程进行优化,为微课设计者提供新的设计视角,同时也为后续研究提供参考。
[Abstract]:In recent years, along with the media technology change rapidly, happened to turn the world upside down the change of teaching methods, mass digitization and visualization of learning resources constantly emerging, resource fragmentation and micro learning become the development direction of the learning society. The micro class as an important learning resource fragmentation has attracted much attention, and many teachers the researchers also are involved in the design of micro course, research development and application. In China, the proposed micro class is to facilitate teachers' teaching courseware contest and competitions contest. The record of the traditional competition teaching courseware is generally 40 minutes or so, the courseware lasted longer, assessment is difficult, the high cost of participation small game courseware application rate is low. Because of its short micro, small, fine, the characteristics, to meet the entry form and content of micro courseware design exquisite demands. But for many people. It should be micro class, what around the micro class nature of these problems is not clear, leading to the current micro class form than content problem is very prominent. With the practice and application of the micro lesson in the school teaching, micro class design quality and effectiveness of teaching has become the focus of attention. In this study, understand teaching as the theoretical basis, will promote the learners to understand the content of fusion to the organization and activities of the whole design of micro class design, and problem oriented design of micro course, put forward the content of micro lesson to select core problems in teaching or key skills; micro lesson design should adhere to the introduction of heuristic understanding; analysis the question leading understanding; problem solving support understanding; feedback teaching design strategy. The implementation of micro structures to understand course should focus on the problem of design activities, promote the understanding to carry out evaluation; and combined with the modern education curriculum. Multimedia courseware design and development technology in the application of the theme ", the effect was analyzed. The main research methods are literature analysis method, questionnaire survey method, experimental research method, the research contents of this thesis mainly involves three aspects: the first is to review the literature on the micro course design and application of the existing, sorting out the current micro class design advantages and disadvantages. Secondly, in order to understand as the center, part of the integration of the advantages of micro lecture design, combined with problem-based learning concept design and development orientation of understanding micro lesson. Finally, select the multimedia courseware design and development of the theme of understanding orientation micro class application, on the basis of the effect of summary and reflection and to understand the orientation of micro class design process optimization design, provide a new perspective for the micro class designers, but also provide a reference for future research.

【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

【参考文献】