翻转课堂中教学微视频的设计研究
发布时间：2019-02-09 13:05
【摘要】：教学微视频作为翻转课堂的适需学习资源,其设计制作质量与学习者自主学习效果密切相关,也将影响翻转课堂最终的教学效果。设计制作适宜的教学微视频因此成为教师新的职业必备素养。为应对翻转课堂实践中教学微视频设计所存在的现实问题,本研究旨在合理规划翻转课堂中教学微视频的设计流程;提供教学内容设计、选题类型、视频表征设计等策略;在翻转课堂实践中检验设计策略的合理性。本研究所规划的翻转课堂中教学微视频设计流程为:始于教学目标、学习者学情与教学内容量等方面的自主学习阶段教学任务分析与教学内容设计;根据知识内容选取适用于以教学微视频形式呈现的选题类型;进行教学微视频的视频表征设计与制作;对所制作教学微视频进行质量评估;逐步完善后运用于翻转课堂教学实践。鉴于并非所有的教学内容都适合用教学微视频的形式来呈现,在选题时充分考虑该知识内容选题类型能否具有教学实用价值。结合知识分类相关理论,在合理进行教学任务分析与教学内容设计基础上,提出理论讲授型、推理演算型、技能训练型、答疑解惑型、实验操作型与情感感悟型六类适用于翻转课堂自主学习阶段的教学微视频选题类型。翻转课堂中,教学微视频运用于前期自主学习阶段,学生自控力是其中最不可控因素。教学微视频中非良构视觉画面会对学习造成干扰,兴趣作为学习动机之一也将影响自主学习效果。基于对学习者兴趣的激发与注意的维持,充分考虑不同媒体的特点、功能及教学应用效果,合理选择搭配;基于多媒体画面语言学理论与认知心理学理论所提供的指导性原则,提出相对应的设计建议;进一步探究兼具教学性与趣味性、受众量大的网络科普微视频设计要点对教学视频设计策略的借鉴意义,归纳出运用强化元素引导学习者视线,界面简洁、减少非必要冗余,知识点化内容设计,教学视频展示形式多元化,提高学习者参与度的设计策略。根据本研究所提供的设计流程,教学内容设计、选题类型与视频表征设计等策略,开展基于教学微视频的翻转课堂准实验研究。对学习者进行反应评估、学习评估与行为评估,可获知学习者对教学微视频与基于教学微视频的自主学习认可满意程度较高;运用设计策略的教学微视频可一定程度降低学生认知负荷水平,并对学生知识内容的掌握与迁移具有促进作用。
[Abstract]:As an appropriate learning resource for flipping classroom, the design and production quality of teaching micro-video is closely related to learner's autonomous learning effect, and it will also affect the final teaching effect of flipping classroom. Therefore, designing and making appropriate teaching microvideos has become a new professional requirement for teachers. In order to deal with the practical problems in teaching microvideo design in flipping classroom, the purpose of this study is to rationally plan the design process of teaching microvideo in flipping classroom, and provide the strategies of teaching content design, topic selection type, video representation design and so on. The rationality of the design strategy is tested in the practice of flipping classroom. The micro-video design process in the flipping classroom is designed as follows: teaching task analysis and teaching content design in the autonomous learning stage from the aspects of teaching objectives, learners' learning situation and teaching capacity; According to the knowledge content, it is suitable for selecting the selected topics in the form of teaching microvideo, designing and making the video representation of the teaching micro-video, evaluating the quality of the teaching micro-video. After the gradual improvement, it is used in the practice of flipping classroom teaching. In view of not all the teaching contents are suitable to be presented in the form of teaching microvideo, we should consider whether the selected topic type of the knowledge content has practical value in teaching. On the basis of reasonable teaching task analysis and teaching content design, this paper puts forward the theory teaching type, reasoning calculus type, skill training type, answering questions and puzzles type, combining the related theories of knowledge classification, and on the basis of reasonable teaching task analysis and teaching content design. The six types of experimental operation and emotional perception are suitable for the topic selection of teaching microvideo in the stage of flipping classroom autonomous learning. In the flipping classroom, teaching microvideo is used in the early stage of autonomous learning, and the students' self-control is the most uncontrollable factor. The unstructured visual picture of teaching micro video will interfere with learning and interest as one of learning motivation will also affect the effect of autonomous learning. Based on the motivation of learners' interest and the maintenance of attention, the characteristics of different media, functions and teaching effects are fully considered, and the collocation is reasonably chosen. Based on the guiding principles provided by the theories of multimedia picture linguistics and cognitive psychology, the corresponding design suggestions are put forward. This paper further explores the significance of the microvideo design of network science popularization with both teaching and interest and large audience to the instructional video design strategy, and concludes the use of strengthening elements to guide learners' sight, the interface is simple, and the unnecessary redundancy is reduced. The design strategy of knowledge point content design, teaching video display form diversification, improve learner participation. According to the design flow, teaching content design, topic selection type and video representation design, the quasi-experimental research of flipping classroom based on teaching micro-video was carried out. By evaluating learners' reaction, learning and behavior, we can find that learners are satisfied with teaching micro-video and autonomous learning based on teaching micro-video. Teaching microvideo with design strategy can reduce the level of students' cognitive load to a certain extent and promote the mastering and transfer of students' knowledge content.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
本文编号：2418990
[Abstract]:As an appropriate learning resource for flipping classroom, the design and production quality of teaching micro-video is closely related to learner's autonomous learning effect, and it will also affect the final teaching effect of flipping classroom. Therefore, designing and making appropriate teaching microvideos has become a new professional requirement for teachers. In order to deal with the practical problems in teaching microvideo design in flipping classroom, the purpose of this study is to rationally plan the design process of teaching microvideo in flipping classroom, and provide the strategies of teaching content design, topic selection type, video representation design and so on. The rationality of the design strategy is tested in the practice of flipping classroom. The micro-video design process in the flipping classroom is designed as follows: teaching task analysis and teaching content design in the autonomous learning stage from the aspects of teaching objectives, learners' learning situation and teaching capacity; According to the knowledge content, it is suitable for selecting the selected topics in the form of teaching microvideo, designing and making the video representation of the teaching micro-video, evaluating the quality of the teaching micro-video. After the gradual improvement, it is used in the practice of flipping classroom teaching. In view of not all the teaching contents are suitable to be presented in the form of teaching microvideo, we should consider whether the selected topic type of the knowledge content has practical value in teaching. On the basis of reasonable teaching task analysis and teaching content design, this paper puts forward the theory teaching type, reasoning calculus type, skill training type, answering questions and puzzles type, combining the related theories of knowledge classification, and on the basis of reasonable teaching task analysis and teaching content design. The six types of experimental operation and emotional perception are suitable for the topic selection of teaching microvideo in the stage of flipping classroom autonomous learning. In the flipping classroom, teaching microvideo is used in the early stage of autonomous learning, and the students' self-control is the most uncontrollable factor. The unstructured visual picture of teaching micro video will interfere with learning and interest as one of learning motivation will also affect the effect of autonomous learning. Based on the motivation of learners' interest and the maintenance of attention, the characteristics of different media, functions and teaching effects are fully considered, and the collocation is reasonably chosen. Based on the guiding principles provided by the theories of multimedia picture linguistics and cognitive psychology, the corresponding design suggestions are put forward. This paper further explores the significance of the microvideo design of network science popularization with both teaching and interest and large audience to the instructional video design strategy, and concludes the use of strengthening elements to guide learners' sight, the interface is simple, and the unnecessary redundancy is reduced. The design strategy of knowledge point content design, teaching video display form diversification, improve learner participation. According to the design flow, teaching content design, topic selection type and video representation design, the quasi-experimental research of flipping classroom based on teaching micro-video was carried out. By evaluating learners' reaction, learning and behavior, we can find that learners are satisfied with teaching micro-video and autonomous learning based on teaching micro-video. Teaching microvideo with design strategy can reduce the level of students' cognitive load to a certain extent and promote the mastering and transfer of students' knowledge content.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
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