微课中的教学交互设计研究

发布时间：2018-04-26 06:10

本文选题：微课 + 微课资源　；参考：《云南师范大学》2017年硕士论文

【摘要】：近年来,随着信息技术的发展教育领域也发生着翻天覆地的变化,学习不仅发生在课堂内,更体现在学校外。技术的更新造就了学习资源和教学模式的层出不穷:从翻转课堂到混合式学习,再到MOOC、微课,无一不体现着技术的发展。教育信息化的大背景,激励着教育工作者的研究热情,他们希望通过技术来提升自己,从而方便学生学习。其次移动学习的推广对学习资源的形式也提出了要求,学习资源不仅仅局限在台式电脑和笔记本电脑,更多的是能够在移动终端方便的获取。微课学习资源正是迎合了学习者以及教育工作者的需要,它既方便教育工作者的操作,又方便了学习者能够随时随地进行个性化学习。但是作为一种新型的学习资源,还有许多尚待解决的问题,需做深入研究。本课题是以微课在中小学课堂的广泛应用为研究背景,从微课资源的设计与应用角度出发,重点研究两个问题:微课的教学交互设计和微课应用在中小学教学过程中的教学交互设计,通过文献分析法综述了有关微课的基础知识及研究现状,同时基于ADDIE模型,提出了微课及微课在学校教学过程中的教学交互设计的基本原则,包括总体性原则、微课教学交互设计原则、微课在学校教学过程中的交互原则;选取小学四年级学生为教学对象,四年级科学为授课内容,采用比较常用的微课制作工具和交互性较强的课程开发工具作为技术支持,开发了以教学交互为重点的微课资源,设计了以教学交互为重点的教学过程;采取行动研究法和实验研究法,以小学四年级科学课程为教学内容,随机选取了昆明市官渡区星耀天成学校四年级的两个班级,分别作为实验班和对照班,进行实验研究;最后通过问卷调查、量表(改编自我国台湾学者龙麟如1997年编制的“对科学的态度量表”)和访谈法对微课教学交互设计效果及应用效果进行评估,从最直观的数据中发现实验班在科学价值和科学学习两个维度上发生了显著变化。
[Abstract]:In recent years, with the development of information technology in the field of education has also undergone earth-shaking changes, learning not only in the classroom, but also reflected in the school. The renewal of technology brings up the endless emergence of learning resources and teaching models: from flipping classroom to mixed learning, then to MOOC, micro-lessons, all reflect the development of technology. The background of educational informatization inspires the enthusiasm of educators, who hope to improve themselves through technology, so as to facilitate students to learn. Secondly, the promotion of mobile learning also requires the form of learning resources, learning resources are not only limited to desktop computers and laptops, but also can be easily obtained in mobile terminals. Micro-learning resources cater to the needs of learners and educators. It is not only convenient for educators to operate, but also convenient for learners to carry out personalized learning at any time and anywhere. However, as a new learning resource, there are still many problems to be solved. This subject is based on the extensive application of micro-lessons in primary and secondary schools, from the perspective of the design and application of micro-lesson resources. This paper focuses on two problems: teaching interaction design of micro-lesson and teaching interaction design of micro-course application in primary and secondary schools. The basic knowledge and current research situation of micro-lesson are summarized by literature analysis, and based on ADDIE model, the basic knowledge of micro-course and its research status are summarized in this paper. This paper puts forward the basic principles of teaching interaction design of micro-lesson and micro-lesson in the process of school teaching, including the principle of totality, the principle of interaction design of micro-lesson teaching, and the principle of interaction of micro-lesson in the process of school teaching. Taking the fourth grade students as the teaching object, the science of the fourth grade as the teaching content, and adopting the commonly used microcourse making tools and the interactive curriculum development tools as the technical support, the micro-lesson resources with the emphasis on teaching interaction are developed. This paper designs the teaching process with emphasis on teaching interaction, adopts the action research method and experimental research method, takes the science course of grade four as the teaching content, and randomly selects two classes in grade 4 of Xingyao Tiancheng School in Guandu District, Kunming City. As the experimental class and the control class, respectively, the experimental study was carried out. The scale (adapted from "attitude to Science" developed by long Lin-ru in 1997) and interview method were used to evaluate the effect of interactive design and application of micro-class teaching. From the most intuitionistic data, it is found that the experimental class has a significant change in the two dimensions of scientific value and scientific learning.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G623.6

【参考文献】