网络教学平台在微格教学中提高生物师范生教学技能的研究

发布时间：2018-03-25 00:08

本文选题：生物师范生　切入点：网络教学平台　出处：《重庆师范大学》2013年硕士论文

【摘要】：高等师范院校是培养基础教育师资的专门机构,对生物科学专业的师范生而言,除了要学习生物专业知识,最重要的是,在走上正式教师的工作岗位之前,需要进行专业的教学技能训练,形成科学探究生物教学实践的能力,才能胜任日后的教师工作。目前,微格教学已经成为国际公认的教师职业技能训练方法之也成为高等师范院校培养师范生教学技能的一种主要方式。但是,传统的生物微格教学中一直存在着“课时偏少”、“指导教师缺乏”等问题,导致生物师范生教学技能训练不足。随着数字化校园的普及和数字化微格教学的兴起,利用数字化校园网络,建立与生物微格教学同步的网络教学平台,是解决上述问题的良策。本研究通过文献法,了解高等师范院校的生物师范生培养情况,国内外生物教学资源网站的建设现状,获得平台构建的理论数据；通过前测问卷调查和个人访谈,了解已经开设微格教学课程的生物师范生对平台资源的需求情况,从而确定平台的模块和内容；通过行动法,探讨平台建设的主要模块、资源分类、页面布局、各级结构,构建出生物网络教学平台；通过实验法,将参与前测的调查对象,分为实验组和对照组,实验组有平台的使用权限并需完成一定的学习任务,而对照组没有平台的使用权限,3个月后,通过后测问卷调查,检验平台的实际效果。在调查研究和文献研究的基础上,本研究将平台的资源分为10个一级模块,44个二级模块。后测调查结果表明,在开设微格教学课程期间,配合使用本研究的网络教学平台,能够显著提高生物师范生的教学技能,尤其对教育教学研究能力的提高作用最为明显。后测调查还发现,平台设置的10个一级模块,得到大多数生物师范生的认可。其中的3个一级模块：课堂教学、答疑讨论、主要教学技能及教学评价,对教学技能的提高作用最为明显,而这3个模块的资源也最受生物师范生的欢迎。在所有二级模块中,优秀讲课视频、优秀说课视频、优秀教案和课件得到了生物师范生的最高支持率。调查过程中,笔者还发现平台存在的一些不足,比如资源内容应该更为全面丰富、资源管理应该更加细致明确等。总之,本研究中的网络教学平台主要是为生物师范生服务的,旨在有效辅助微格教学提高生物师范生的教学技能。
[Abstract]:Teachers' colleges and universities are specialized institutions for the training of basic education teachers. For normal students majoring in biological sciences, apart from studying biological specialty knowledge, the most important thing is that before they enter the post of official teachers, It is necessary to train professional teaching skills and form the ability to explore the teaching practice of biology scientifically. At present, microteaching has become one of the internationally recognized vocational skills training methods for teachers. It has also become one of the main ways to cultivate the teaching skills of normal college students. However, in the traditional microbiology teaching, there have been some problems, such as "short of class hours" and "lack of guidance teachers" and so on. With the popularization of digital campus and the rise of digital microteaching, the network teaching platform, which synchronizes with biological microteaching, is established by using digital campus network. It is a good solution to the above problem. Through the method of literature, this study understands the cultivation of biological normal students in normal universities, the current situation of the construction of biological teaching resources website at home and abroad, and obtains the theoretical data of the construction of the platform, through pre-test questionnaires and personal interviews. To understand the needs of biology teachers who have offered microteaching courses to the platform resources, so as to determine the modules and contents of the platform; to discuss the main modules of platform construction, resource classification, page layout, and structure at all levels through the action method. Through the experimental method, the subjects involved in the pre-test are divided into two groups: the experimental group and the control group. The experimental group has the authority to use the platform and needs to complete certain learning tasks. The control group did not have permission to use the platform. After 3 months, the actual effect of the platform was tested by post-test questionnaire. On the basis of investigation and literature research, the resources of the platform are divided into 10 primary modules and 44 secondary modules. The results of post-test investigation show that, during the course of microteaching, the teaching skills of biology normal students can be significantly improved by using the network teaching platform, especially the ability of teaching and research. The post-test survey also found that the 10 first-level modules set up by the platform were recognized by most biology normal students. Three of them were classroom teaching, answering questions and discussion, main teaching skills and teaching evaluation. The improvement of teaching skills is the most obvious, and the resources of these three modules are the most popular among the biology normal students. In all the secondary modules, excellent video lectures, excellent lecture videos, Excellent teaching plans and courseware has been the highest support rate of biological normal students. In the process of investigation, the author also found some shortcomings of the platform, for example, the content of resources should be more comprehensive and abundant, and the management of resources should be more detailed and clear. In a word, the network teaching platform in this study is mainly for biology normal students, aiming to effectively assist microteaching to improve the teaching skills of biological normal students.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434;Q-4;G652.4

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