高中历史微课的运用探究

发布时间：2018-08-29 17:32

【摘要】：伴随21世纪信息高速发达,网络信息技术和移动通信设备日趋成熟,出现了影响人类生活、工作、学习的一系列信息化事物,如微博、微信等微型化社交软件和系列碎片化信息知识。微课作为信息化时代下信息技术与教育学科领域相结合的一种新型课程资源,将其运用到教学中,一是顺应教育信息化时代发展潮流,二是丰富课程资源与手段。历史作为基础教育领域中不可或缺的学科之一,对高中历史微课运用的探究,同样体现了时代和课程资源多样化的发展需求。文章将以文献法、案例分析法以及问卷调查法为研究方法,探讨高中历史微课的运用。文章从“微课”概念着手进行研究,首先,诠释微课含义,明确高中历史微课概念,比较微课与传统历史课的差异,探讨运用的依据所在。其次,围绕微课特征,重点进行历史微课设计,包含如何选择历史微课课题、确立主题、收集素材、撰写模式等。在历史微课设计的基础之上进行微课教学的操作流程:发放历史微课学习任务单、课前历史微课自主学习、收集学习反馈。接着,以高中历史微课课前运用和课后运用案例为例,展示高中历史微课的运用及效果。最后,在两类案例基础之上,对运用高中历史微课教学的师生进行问卷调查,进而掌握师生对历史微课教学的使用情况和认知态度,探讨高中历史微课运用的价值。在追逐微课热潮的情形下,理应保持一份冷静,思考高中历史微课教学存在的问题,如:缺乏历史学科“人文性”特点、不易实现高层次历史认知目标。针对高中历史微课的问题,提出了历史微课发展的建议及应用前景,未来理想的高中历史微课教学应是与传统面授教学方式相结合,采用线下和线上混合学习模式,进而翻转课堂,真正实现“教师主导、学生主体”的新型课堂,促进学生全面发展。
[Abstract]:With the rapid development of information in the 21st century, network information technology and mobile communication equipment are becoming more and more mature, and a series of information things, such as Weibo, have appeared that affect human life, work and study. WeChat and other miniaturized social software and a series of fragmented information knowledge. As a new type of curriculum resource which combines information technology and educational subject field in the information age, microcourses are applied to teaching, one is to conform to the trend of the development of the educational information age, the other is to enrich the curriculum resources and means. History as one of the indispensable subjects in the field of basic education, the exploration of the use of history microcourses in senior high school also reflects the development needs of the times and the diversification of curriculum resources. This paper discusses the application of history microclass in senior high school by the methods of literature, case analysis and questionnaire. This paper starts with the concept of "micro-lesson". Firstly, it interprets the meaning of micro-lesson, clarifies the concept of micro-class in senior high school, compares the difference between micro-lesson and traditional history lesson, and probes into the basis of its application. Secondly, it focuses on the design of history micro-lesson, including how to choose the subject of history micro-lesson, establish the subject, collect the material, write the model and so on. On the basis of the design of history microcourse, the operation flow of microcourse teaching is as follows: to distribute the task sheet of history micro-lesson, to study independently before class, and to collect the learning feedback. Then, the application and effect of history micro-class in senior high school are demonstrated by the case of pre-and post-class application of history micro-class in senior high school. Finally, on the basis of two kinds of cases, this paper makes a questionnaire survey on the teachers and students who use the history microcourse teaching in senior high school, and then grasps the use and cognitive attitude of the teachers and students to the history micro-lesson teaching, and probes into the value of the application of the history micro-lesson in the senior high school. In the case of pursuing the upsurge of microlessons, we should keep a calm and think about the problems existing in the teaching of history microcourses in senior high school, such as the lack of the characteristics of "humanism" in the history subject, and the difficulty in achieving the high level historical cognitive goals. Aiming at the problem of history microlesson in senior high school, the paper puts forward some suggestions for the development of history microlesson and its application prospect. The ideal teaching of history microcourse in the future should be combined with the traditional face-to-face teaching method and adopt the mixed learning mode of offline and on-line. Then turn over the classroom and realize the new classroom of "teacher leading and student main body" to promote the students' all-round development.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51;G434

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