微课在网络直播课堂中的应用研究

发布时间：2018-04-28 11:01

本文选题：微课 + 直播课堂　；参考：《黄冈师范学院》2017年硕士论文

【摘要】：《国家中长期教育改革和发展规划纲要(2010-2020年)》要求全面提高教育质量,基本实现区域均衡发展;加快教育信息化进程,区域资源共建共享、协同发展。网络同步直播课堂是在教育信息化的大背景下产生,给教育资源再分配、均衡发展和教育公平等问题提供了新的解决途径。“微课”是指以视频为主要载体,记录教师在课堂内外教育教学过程中围绕某个知识点(重难点或疑点)或教学环节而开展的精彩教与学活动全过程。依据认知发展理论、建构主义理论和活动理论,认为将微课和直播课堂结合,能有效地提高直播课堂的针对性和高效性。本研究首先分析了网络直播课堂的运用现状。发现虽然直播课堂有可能节省成本送课下乡、精准进行教育扶贫、提高乡村教师的学科知识储备和加强中心校教师协作教学的优点,但是还是存在对教师的导学、助学、督学作用发挥不足和师生互动缺乏、缺少情感交流、无法针对学生的起点行为进行诊断性教学等问题,提出了将微课应用于日常网络直播课堂教学中的改革措施。其次结合专用软件工具,给出了微课制作的方式和制作流程;说明了选择或制作微课要依据教学目标、教学内容和教学点学生起点知识、认知结构来完成;提出了在课前两地(中心课堂和远程课堂)教师需要针对教学点实际情况基于微课的协同备课;强调了微课用于课堂教学的理论基础和实践依据;给出了微课应用于直播课堂方法和步骤,强调要注意协调主讲教师、辅助教师和学生在课堂中所扮演的角色和作用,要注意学生在课堂中的反应及时调整教学安排与进程;为了验证微课应用于直播课堂的教学效果特选取了小学二年级美术课中“画影子”一节内容,制作“影子的产生与类型、如何画影子”等两个微课课件和视频,并在直播课堂的中心学校团风县实验小学及其帮扶学校进行微课在网络直播课堂中应用实践。最后根据四个学校的学生成绩进行统计分析,表明团风实验小学学生平均成绩明显优于帮扶学校学生,分课堂间学生成绩无显著性差异。对参与实验的师生进行了访谈,了解到分课堂学生由不喜欢美术转变为喜欢,课堂教学效果明显好于通常的直播课堂,虽然与中心学校面授学生有差距,但差距却逐渐缩小;师生们普遍反映,该教学模式对直播课堂的推广起着扬长避短的作用,激发了学生学习的兴趣,降低学习难点,提高教学效果。综上所述,微课与和直播课堂的结合,将为远程教学推广提供了实践支撑,对我国在义务教育阶段实施均衡教育起着促进作用。
[Abstract]:The outline of the national medium- and long-term education reform and development plan 2010-2020 calls for the overall improvement of education quality, the basic realization of balanced development in the region, the acceleration of the process of education information, the sharing of regional resources, and the coordinated development. The network synchronous direct broadcast classroom is produced under the background of educational informatization, which provides a new way to solve the problems such as the redistribution of educational resources, balanced development and educational fairness. "Micro-class" refers to the whole process of teaching and learning activities carried out by teachers in the course of teaching in and out of the classroom, which is mainly carried out with video as the main carrier, and which revolves around a certain knowledge point (emphasis, difficulty or doubt) or teaching link. According to cognitive development theory, constructivism theory and activity theory, it is believed that combining micro-class with live classroom can effectively improve the pertinence and efficiency of live classroom. This study first analyzes the application of webcast classroom. It is found that although direct broadcast classroom may save cost to send classes to the countryside, carry out accurate education and poverty alleviation, improve the subject knowledge reserve of rural teachers and strengthen the advantages of cooperative teaching of teachers in central schools, there are still some advantages in guiding and assisting teachers in their studies. This paper puts forward the reform measures of applying micro-lessons to the daily webcast classroom teaching, such as the deficiency of the function of supervisor, the lack of interaction between teachers and students, the lack of emotional communication, and the inability to carry out diagnostic teaching for students' starting point behavior. Secondly, combined with special software tools, it gives the way and process of making micro-lesson, and explains how to select or make micro-course according to teaching goal, teaching content, students' starting knowledge and cognitive structure. This paper points out that teachers in both places (central class and distance class) need to prepare lessons according to the actual situation of teaching points, and emphasizes the theoretical basis and practical basis of micro-lesson used in classroom teaching. This paper gives the methods and steps of applying micro-lessons to live classroom, emphasizes the importance of coordinating the teachers, assisting the teachers and students in the classroom, and adjusting the teaching arrangement and process in time by the students' reaction in the classroom. In order to verify the teaching effect of microcourse applied in live classroom, we selected the content of "drawing shadow" in the second grade art class of primary school, and made two micro-lesson courseware and video, such as "the generation and type of shadow, how to draw shadow" and so on. And live classroom in the center school of Tuanfeng County Experimental Primary School and its help schools to carry out micro-classes in the webcast classroom application practice. Finally, according to the statistical analysis of students' scores in four schools, it shows that the average scores of students in Tuanfeng Experimental Primary School are obviously better than those in help schools, and there is no significant difference between the students in different classes. Through the interview with the teachers and students involved in the experiment, it is found that the students in each class change from disliking art to liking, and the classroom teaching effect is obviously better than that of the ordinary live classroom. Although there is a gap with the face-to-face students in the central school, the gap is gradually narrowed. Teachers and students generally reflect that this teaching mode plays an important role in popularizing the live classroom, arousing students' interest in learning, reducing learning difficulties and improving teaching effect. To sum up, the combination of micro-class and live classroom will provide practical support for the promotion of distance teaching and promote the implementation of balanced education in compulsory education in our country.
【学位授予单位】：黄冈师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G623.75

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