基于互联网思维的高中地理微课开发研究

发布时间：2018-04-24 13:23

本文选题：微课 + 互联网思维　；参考：《南京师范大学》2017年硕士论文

【摘要】：互联网时代,人们的生活方式正经受着巨大的变革。在教育领域,一方面,传统教育越来越不能满足社会对教育的新需求,需要有新的课程来补充传统课程的不足;另一方面,互联网技术的发展为微课践行新的课程理念提供了技术和物质上的保障。因此,论文以后现代课程观为课程开发理念创新的先导,以微课为互联网时代重构课程的具体形式,通过阅读文献、案例调查和访谈等方法,探究微课作为互联网时代的一种新型课程与传统课程的本质区别,分析微课的优势和开发应用中存在的问题,依据互联网思维提出了解决措施。在微课开发的理念上,突破原有目标模式课程开发理论的限制,寻找更适合当今微课发展需要的课程开发理念;在开发原则上,依据互联网思维和高中地理学科的特点,在原有课程开发的原则基础上,提出基于互联网思维高中地理微课开发要遵循的特有原则——参与原则、数据反馈原则、去中心原则和地理特色原则;在课程设计上,主张设置清晰但非具体的目标,将高中地理微课的目标确定为激发学生学习地理的兴趣、还原地理知识情境、促进知识有意义的构建和培养地理思维能力;在内容选择上,主张从具体问题出发选择能够促进学生问题解决和思维培养的贴近学生生活的内容;在内容组织上,提出了两种基本的微课组织方式;在微课制作上,提倡在微课视频的基础上嵌入数据反馈系统。同时,倡导微课的制作专业化。在教师整体设计的前提下由专业的制作团队负责,保证微课质量精良同时减轻教师开发微课的困难。在微课的应用上,讨论了微课的应用范围、应用价值和应用条件;在微课的评价,讨论了互联网思维对微课评价的影响和作用以及微课的评价指标。论文有两个成果:第一,研究在分析现阶段高中地理教育需求和微课开发不足的基础上,构建了以后现代课程观为基础的微课开发理念。第二,将互联网思维运用于课程开发领域,为微课的设计和制作提供了新的思路和方法,使微课的应用价值能够得以体现。并在此基础上讨论了微课的应用和评价问题,提出依靠微课和大数据进行过程性评价的新的评价方法。
[Abstract]:In the Internet era, people's way of life is undergoing tremendous changes. In the field of education, on the one hand, traditional education is increasingly unable to meet the new needs of society for education, and new courses are needed to supplement the shortcomings of traditional courses; on the other hand, The development of Internet technology provides a technical and material guarantee for the practice of the new curriculum concept. Therefore, after the thesis, the modern curriculum view is the forerunner of curriculum development idea innovation, and the micro-class is the concrete form of curriculum reconstruction in the Internet era, through reading literature, case investigation and interview, etc. This paper probes into the essential differences between microcourses as a new type of curriculum and traditional courses in the Internet era, analyzes the advantages of microcourses and the problems existing in their development and application, and puts forward some solutions according to the thinking of the Internet. On the concept of microcourse development, it breaks through the limitation of the original goal mode curriculum development theory, and seeks for the curriculum development idea which is more suitable for the needs of microcourse development nowadays, and on the development principle, according to the characteristics of Internet thinking and geography subject in senior high school, On the basis of the original curriculum development principles, this paper puts forward the special principles to be followed in the development of geography microcourses in senior high schools based on Internet thinking-participation principle, data feedback principle, decentralization principle and geographical characteristic principle. It advocates setting clear but non-specific goals, setting the goal of geography micro-class in senior high school as stimulating students' interest in geography learning, restoring geography knowledge situation, promoting the construction of knowledge and cultivating geographical thinking ability. It is advocated that choosing the content which can promote the students' problem solving and thinking cultivation to be close to the student's life from the concrete problems; in the content organization, the author puts forward two basic methods of organizing the micro-lesson; in the microcourse making, We advocate embedding data feedback system on the basis of microcourse video. At the same time, we advocate the specialization of micro-class. Under the premise of the teacher's overall design, the professional production team is responsible for ensuring the fine quality of the micro-lesson and alleviating the difficulty of the teacher's development of the micro-lesson. In the application of micro-lesson, the application scope, application value and application condition of micro-lesson are discussed, and the influence and function of Internet thinking on micro-course evaluation and the evaluation index of micro-lesson are discussed. There are two achievements in this paper: first, on the basis of analyzing the current high school geography education needs and the lack of micro-curriculum development, the paper constructs the concept of micro-curriculum development based on the post-modern curriculum concept. Second, the application of Internet thinking in the field of curriculum development provides new ideas and methods for the design and production of micro-lessons, which can reflect the application value of micro-lessons. On this basis, the application and evaluation of micro-class are discussed, and a new evaluation method based on micro-class and big data is put forward.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.55

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