基于大数据思维的高中物理常态化翻转课堂实践研究
发布时间：2018-10-23 15:52
【摘要】：大数据技术进入课堂,进一步加快了课堂教学的深层次改革。大数据存储技术、分析技术、可视化等为数据的采集、存储、分析和使用提供了技术支撑。大数据时代下的翻转课堂,将文字、图片、音频、视频等信息转化为非结构化数据。结构化、半结构化、非结构化数据共同组成了教育大数据。数据是信息的载体,信息是数据的表现形式。海量的数据足以准确表达学生学习、生活信息。利用数据信息,教师做出符合学生需要的教学设计,使个性化教学、因材施教成为可能。笔者借助大数据思维,将数据应用于高中物理翻转课堂教学,主要从如下几个方面进行了研究:(1)为什么要将大数据思维应用于高中物理翻转课堂。从教学过程上看,传统翻转课堂教学模式下,教师很难摆脱“经验式判断”,导致教学设计很难从学生出发。凭经验的教学安排、教学设计、教学反思等教学活动,无力让翻转课堂教学达到精准、高效、个性化。结合大数据思维、整合翻转课堂教学,变“经验判断”为“数据主义”。以数为据,精准分析学情、实时掌控教学过程、监测教学效果,是精准、高效、个性化教学必由之路。(2)高中物理翻转课堂教学模式下,数据在不同课型中的具体实践研究。经过两年的常态化翻转课堂教学实践研究,构建了大数据思维下的翻转课堂教学模型。运用此模型,研究了不同课型下的高中物理翻转课堂教学,从学生反馈情况来看,教学效果较好的课型顺序依次为新授课、评讲课、实验课。(3)大数据思维下高中物理翻转课堂教学实践的问题与建议。数据化的翻转课堂需要重构评价体系,加强常态化管理,提升物理教师学科核心素养以及信息化素养。除此之外,实验教学翻转需要回归物理实验本真。大数据思维下的翻转课堂虽然取得了一定的实践成果,形成了比较固定的教学模式,但是由于所取样本较小,实践研究的时间不是很长,研究结果很难具有普适性。目前收集的数据量有限,距离大数据的要求相差甚远,本文只能借助大数据思维研究“小数据”的大价值。因此基于这两方面的原因,大数据据思维下的高中物理翻转课堂教学实践研究有待进一步加强。
[Abstract]:Big data technology entered the classroom, further accelerated the deep-level reform of classroom teaching. Big data storage technology, analysis technology, visualization and so on for the data collection, storage, analysis and use of technical support. Big data era of flipping class, text, pictures, audio, video and other information into unstructured data. Structured, semi-structured, unstructured data together constitute the educational big data. Data is the carrier of information and information is the form of expression of data. The massive data is enough to express the student study, the life information accurately. Using the data information, the teacher makes the teaching design according to the students' needs, which makes individualized teaching and teaching according to their aptitude possible. With the help of big data's thinking, the author applies the data to the physics flipping classroom teaching in senior high school. The author mainly studies the following aspects: (1) Why does big data's thinking be applied to the physics flipping classroom in senior high school? From the point of view of teaching process, it is very difficult for teachers to get rid of "experiential judgment" under the traditional flipping classroom teaching mode, which leads to the difficulty of teaching design starting from students. Teaching activities, such as experience teaching arrangement, teaching design and teaching reflection, can not make the flipping classroom teaching accurate, efficient and individualized. In combination with big data's thinking, the classroom teaching should be transformed from "experience judgment" to "data doctrine". On the basis of number, accurate analysis of the situation, real-time control of the teaching process, monitoring teaching results, is the only way to accurate, efficient, personalized teaching. (2) in the high school physics flipping classroom teaching mode, the data in different classes of specific practical research. After two years of practice research on the normal flipping classroom teaching, this paper constructs a turnover classroom teaching model under big data's thinking. Using this model, this paper studies the high school physics flipping classroom teaching under different classes. According to the feedback from the students, the order of the better teaching effect is the new teaching, the evaluation of the lectures, Experimental lesson. (3) problems and suggestions on the teaching practice of physics flipping in senior high school under big data's thinking. The digitalized flipping classroom needs to reconstruct the evaluation system, strengthen the normal management, and improve the core accomplishment and information literacy of physics teachers. In addition, the experimental teaching reversal needs to return to the physical experiment truth. Although the flipping classroom under big data's thinking has achieved some practical results and formed a relatively fixed teaching mode, but because of the small sample taken, the time of practical research is not very long, the research results are difficult to be universal. At present, the amount of data collected is limited, which is far from big data's request. This paper can only study the great value of "small data" with the help of big data's thinking. Therefore, based on these two reasons, big data's teaching practice of high school physics flipping under the thinking needs to be further strengthened.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7;G434
本文编号：2289706
[Abstract]:Big data technology entered the classroom, further accelerated the deep-level reform of classroom teaching. Big data storage technology, analysis technology, visualization and so on for the data collection, storage, analysis and use of technical support. Big data era of flipping class, text, pictures, audio, video and other information into unstructured data. Structured, semi-structured, unstructured data together constitute the educational big data. Data is the carrier of information and information is the form of expression of data. The massive data is enough to express the student study, the life information accurately. Using the data information, the teacher makes the teaching design according to the students' needs, which makes individualized teaching and teaching according to their aptitude possible. With the help of big data's thinking, the author applies the data to the physics flipping classroom teaching in senior high school. The author mainly studies the following aspects: (1) Why does big data's thinking be applied to the physics flipping classroom in senior high school? From the point of view of teaching process, it is very difficult for teachers to get rid of "experiential judgment" under the traditional flipping classroom teaching mode, which leads to the difficulty of teaching design starting from students. Teaching activities, such as experience teaching arrangement, teaching design and teaching reflection, can not make the flipping classroom teaching accurate, efficient and individualized. In combination with big data's thinking, the classroom teaching should be transformed from "experience judgment" to "data doctrine". On the basis of number, accurate analysis of the situation, real-time control of the teaching process, monitoring teaching results, is the only way to accurate, efficient, personalized teaching. (2) in the high school physics flipping classroom teaching mode, the data in different classes of specific practical research. After two years of practice research on the normal flipping classroom teaching, this paper constructs a turnover classroom teaching model under big data's thinking. Using this model, this paper studies the high school physics flipping classroom teaching under different classes. According to the feedback from the students, the order of the better teaching effect is the new teaching, the evaluation of the lectures, Experimental lesson. (3) problems and suggestions on the teaching practice of physics flipping in senior high school under big data's thinking. The digitalized flipping classroom needs to reconstruct the evaluation system, strengthen the normal management, and improve the core accomplishment and information literacy of physics teachers. In addition, the experimental teaching reversal needs to return to the physical experiment truth. Although the flipping classroom under big data's thinking has achieved some practical results and formed a relatively fixed teaching mode, but because of the small sample taken, the time of practical research is not very long, the research results are difficult to be universal. At present, the amount of data collected is limited, which is far from big data's request. This paper can only study the great value of "small data" with the help of big data's thinking. Therefore, based on these two reasons, big data's teaching practice of high school physics flipping under the thinking needs to be further strengthened.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7;G434
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