“术语”类知识的微课设计与开发

发布时间：2019-03-15 21:26

【摘要】：信息化教育的普及,网络技术的发展等都促进着数字化教育资源的建设。其中,微课以其短、小、精悍的特点,在资源建设、使用范围、理论研究等方面都远远领先于其他类型的数字化资源。目前现有的关于微课资源建设研究很少从知识分类角度出发,即使分类也不够细化。因此,细化知识分类,对“术语”类知识进行微课设计与开发研究。选取最基础的知识类型——“术语”类知识作为研究对象,通过知识维度和认知维度分析知识特征,确定教学目标,同时对微课大赛中的作品进行案例研究,结合知识特征设计微课教学过程,研究表征策略。在开发阶段,以《教育技术哲学》中的术语知识点为案例,结合微课教学过程,应用表征策略,分析多媒体素材功能,验证理论研究结论的适用性与可行性,开发微课资源。研究最后给出“术语”类知识具有表征具象性、内容基础性、释义抽象性和结构零散、孤立性的知识特征,确立通过术语知识微课学习实现理解的教学目标,设计了提供术语背景知识或产生意义的导入部分,讲解释义、补充知识、提供情境的讲解部分,复述与检验相结合的总结部分,“总-分-总”结构的微课教学过程,给出了构建实例、隐喻策略、对比策略、精致策略、组织策略的表征策略。
[Abstract]:The popularization of information education and the development of network technology all promote the construction of digital education resources. Among them, micro-courses are far ahead of other types of digital resources in the construction of resources, scope of use, theoretical research and so on, because of their short, small and vigorous characteristics. At present, there are few researches on the construction of micro-course resources from the perspective of knowledge classification, even if the classification is not detailed enough. Therefore, the classification of knowledge is refined, and the micro-course design and development of the knowledge of terminology are carried out. Select the most basic knowledge type-"terminology" knowledge as the research object, analyze the characteristics of knowledge through knowledge dimension and cognitive dimension, determine the teaching goal, at the same time, carry on the case study to the works in the micro-class competition. Combining with the characteristics of knowledge, the teaching process of micro-course is designed, and the representation strategy is studied. In the development stage, taking the term knowledge point in philosophy of Education Technology as a case, combining with the teaching process of micro-lessons, applying the representation strategy, analyzing the function of multimedia material, verifying the applicability and feasibility of the theoretical research conclusion, developing the micro-course resources. At the end of the study, the knowledge of "terminology" has the characteristics of representational representativeness, basic content, abstractness of interpretation, scattered structure and isolated knowledge, and establishes the teaching goal of realizing understanding through micro-course study of terminology knowledge. It designs the introduction part that provides the background knowledge or meaning of terms, explains the meaning, complements the knowledge, provides the explanation part of the situation, the summary part of the combination of retelling and inspection, and the teaching process of the micro-class with the structure of "total-score-total". Examples, metaphorical strategies, contrastive strategies, refined strategies and organizational strategies are given.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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