内容演示型微课设计中的视觉传达研究
发布时间：2018-08-28 17:49
【摘要】：在网络技术环境飞速发展的大背景下,微课作为一种新型的教育资源和学习方式也迅速的流行起来,成为学习者自主学习的一种重要途径。虽然现阶段制作和使用的微课数量越来越多,但这其中也存在着大量的问题,特别是内容演示型微课的视觉传达设计这一方面,并没有得到足够的重视。事实上这些视觉设计方面的问题对于教学效果的影响是不容小觑的。为了使微课的教学内容在科学规范的基础上还能够在短时间内满足学习者的视觉心理需求,提高学习者获取知识的速度与效率,非常有必要在制作微课时将视觉传达的设计理论、设计要素运用、结合到设计过程中,从而制作出综合水平较高的微课。本论文通过对教育学、设计心理学、视听心理学、视觉传达设计等多种学科的相关理论及已有研究成果分析的基础上,梳理出《视觉传达要素评价量规表》,综合运用文献研究、内容分析、案例分析等方法,并选取近三年全国微课大赛中的部分获奖作品进行抽样分析评定,剖析当前微课视觉设计中的不足,结合具体、典型的内容演示型微课案例提出微课视觉传达设计的一些应用规则和策略。整篇论文共分为六个章节。第一章主要介绍了选题的背景和意义,以及国内外的研究现状和研究的思路与方法;第二章主要论述了微课与视觉传达的理论基础,首先界定了微课及视觉传达的相关概念,接着介绍了研究的理论依据,主要包括微课的特点,模式识别理论,视觉传达设计理论,情感化设计理论和视觉流程等;第三章是本文的亮点,主要论述了《视觉传达要素评价量规表》的制定及修改过程,笔者查阅了大量的资料并结合自身所学以及向相关领域的专家教师进行请教后,通过对量规表评价项目与评价指标的拟定、编码、调整的一系列过程,制作出《视觉传达要素评价量规表》,之后做了专家测评及权重值的确定,并将量规表进行试用,来证明它的可操作性与实用性;第四章在近三年全国微课大赛的作品中筛选出获奖的内容演示型微课,从中随机抽取一部分案例作为样本,运用内容分析法对这些样本进行测评,并运用数据可视化工具对评价结果进行了详细的统计分析说明;第五章主要根据第四章的分析结果总结出现阶段内容演示型微课视觉设计方面存在的问题及原因的剖析;第六章在第四、五章研究的基础上,针对所出现的问题,通过对全国微课大赛中具有代表性的典型案例的分析,更加详细地从四个方面论述了视觉传达要素在内容演示型微课设计制作中有效的应用规则和策略。本文主要探讨内容演示型微课设计过程中视觉传达这部分所存在的问题及相对的应用规则和策略。这将有利于制作者在制作微课的过程中能够有所参考,规避视觉传达设计方面的短板问题,从而对微课进行合理的视觉设计,对于提高微课质量和教学效率具有一定的实践指导意义。
[Abstract]:Under the background of the rapid development of the network technology environment, as a new type of educational resources and learning methods, micro-class has become a popular way for learners to learn autonomously. Although there are more and more microcourses produced and used at this stage, there are still a lot of problems, especially the visual communication design of the content demonstration microcourses, which has not been paid enough attention to. In fact, the impact of these visual design problems on the teaching effect should not be underestimated. In order to make the teaching content of microcourse meet the visual psychological needs of learners in a short time on the basis of scientific norms, and improve the speed and efficiency of acquiring knowledge, It is very necessary to combine the design theory of visual communication and the application of design elements in the process of design in order to create a microcourse with high comprehensive level. On the basis of analyzing the relevant theories and existing research results of pedagogy, design psychology, audiovisual psychology, visual communication design and other disciplines, this paper combs out the Evaluation gauge Table of Visual Communication elements, and makes comprehensive use of literature research. Content analysis, case analysis and other methods, and selected in the nearly three years of the National Microcourse Competition selected for sampling analysis and evaluation of some of the winning works, analysis of the current micro-class vision design deficiencies, combined with specific, The typical case of content demonstration microcourse puts forward some application rules and strategies of the design of visual communication of microlesson. The whole paper is divided into six chapters. The first chapter mainly introduces the background and significance of the topic, as well as the domestic and foreign research status and research ideas and methods; the second chapter mainly discusses the theoretical basis of micro-lesson and visual communication, and defines the related concepts of micro-lesson and visual communication. Then it introduces the theoretical basis of the research, including the characteristics of micro-course, pattern recognition theory, visual communication design theory, emotional design theory and visual process. This paper mainly discusses the process of making and modifying the Evaluation gauge Table of Visual Communication elements. The author consulted a large amount of information and consulted the expert teachers in related fields by combining what he had learned. Through the drawing up, coding and adjusting of the evaluation items and evaluation indexes of the gauge table, the evaluation gauge table of visual communication elements is made out, and then the expert evaluation and the determination of the weight value are made, and the gauge table is tried out. To prove its maneuverability and practicability. In Chapter four, we selected out the winning content demonstration microcourses in the works of the National Microcourse Competition in the last three years, and randomly selected some cases from them as samples. The content analysis method is used to evaluate these samples, and the data visualization tools are used to explain the evaluation results in detail. The fifth chapter is mainly based on the analysis results of the fourth chapter to summarize the problems and reasons of the visual design of the content demonstration micro-lesson in the emerging stage. Chapter VI is based on the fourth and fifth chapters of the research, aiming at the problems. Based on the analysis of typical cases in the National Microcourse Competition, this paper discusses in more detail the effective application rules and strategies of visual communication elements in the design and manufacture of content demonstration microcourses from four aspects. This paper mainly discusses the problems and relative application rules and strategies of visual communication in the design process of content demonstration microcourse. This will be helpful for the producer to be able to make reference in the process of making microcourses, to avoid the problem of short board in the design of visual communication, so as to make a reasonable visual design for the micro-lessons. It has certain practical significance to improve the quality and teaching efficiency of micro-class.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
本文编号：2210119
[Abstract]:Under the background of the rapid development of the network technology environment, as a new type of educational resources and learning methods, micro-class has become a popular way for learners to learn autonomously. Although there are more and more microcourses produced and used at this stage, there are still a lot of problems, especially the visual communication design of the content demonstration microcourses, which has not been paid enough attention to. In fact, the impact of these visual design problems on the teaching effect should not be underestimated. In order to make the teaching content of microcourse meet the visual psychological needs of learners in a short time on the basis of scientific norms, and improve the speed and efficiency of acquiring knowledge, It is very necessary to combine the design theory of visual communication and the application of design elements in the process of design in order to create a microcourse with high comprehensive level. On the basis of analyzing the relevant theories and existing research results of pedagogy, design psychology, audiovisual psychology, visual communication design and other disciplines, this paper combs out the Evaluation gauge Table of Visual Communication elements, and makes comprehensive use of literature research. Content analysis, case analysis and other methods, and selected in the nearly three years of the National Microcourse Competition selected for sampling analysis and evaluation of some of the winning works, analysis of the current micro-class vision design deficiencies, combined with specific, The typical case of content demonstration microcourse puts forward some application rules and strategies of the design of visual communication of microlesson. The whole paper is divided into six chapters. The first chapter mainly introduces the background and significance of the topic, as well as the domestic and foreign research status and research ideas and methods; the second chapter mainly discusses the theoretical basis of micro-lesson and visual communication, and defines the related concepts of micro-lesson and visual communication. Then it introduces the theoretical basis of the research, including the characteristics of micro-course, pattern recognition theory, visual communication design theory, emotional design theory and visual process. This paper mainly discusses the process of making and modifying the Evaluation gauge Table of Visual Communication elements. The author consulted a large amount of information and consulted the expert teachers in related fields by combining what he had learned. Through the drawing up, coding and adjusting of the evaluation items and evaluation indexes of the gauge table, the evaluation gauge table of visual communication elements is made out, and then the expert evaluation and the determination of the weight value are made, and the gauge table is tried out. To prove its maneuverability and practicability. In Chapter four, we selected out the winning content demonstration microcourses in the works of the National Microcourse Competition in the last three years, and randomly selected some cases from them as samples. The content analysis method is used to evaluate these samples, and the data visualization tools are used to explain the evaluation results in detail. The fifth chapter is mainly based on the analysis results of the fourth chapter to summarize the problems and reasons of the visual design of the content demonstration micro-lesson in the emerging stage. Chapter VI is based on the fourth and fifth chapters of the research, aiming at the problems. Based on the analysis of typical cases in the National Microcourse Competition, this paper discusses in more detail the effective application rules and strategies of visual communication elements in the design and manufacture of content demonstration microcourses from four aspects. This paper mainly discusses the problems and relative application rules and strategies of visual communication in the design process of content demonstration microcourse. This will be helpful for the producer to be able to make reference in the process of making microcourses, to avoid the problem of short board in the design of visual communication, so as to make a reasonable visual design for the micro-lessons. It has certain practical significance to improve the quality and teaching efficiency of micro-class.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
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