ARCS模型视角下中小学教师培训微课程的设计研究

发布时间：2018-02-13 16:31

本文关键词： 中小学教师培训微课程 ARCS模型视频弹幕　出处：《东北师范大学》2016年博士论文　论文类型：学位论文

【摘要】：随着其社会功能、素质要求、职业特征等不断发展,教师逐渐成为专门的职业,且专业化特征不断增强。实践证明,促进教师专业发展是提升国民教育质量的根本保障和有效途径。中小学教师培训旨在架构支持中小学教师终身学习的培训环境,着力促进中小学教师专业发展,不断提高我国基础教育水平。较传统面授式培训相比,当前结合新媒体技术和网络技术的中小学教师培训的教学时空更为无缝和开放,一方面有效促进了教师实践共同体的培育和发展,另一方面有效支持了教师教育优质资源的生成、凝聚与共享。然而,随着中小学教师培训实施的不断深入,培训过程中的诸多问题愈发突显,中小学教师培训内容与方式亟待变革。基于视频媒体的微课程具有目标、内容和时长微型化的特点,便于网络传输和碎片化学习,重视情境创设和学习迁移,使其成为推动教师培训改革的新动力。为了促进微课程在教师培训中发挥优势,需要对其立足于教学原理给予精心的设计。本研究基于ARCS模型从激发与维持学习动机的角度对微课程的目标、内容和交互提出设计策略,并结合中小学教师实际需求开发一系列教师培训微课程,研究ARCS模型视角下提出的设计策略对提升学习效果和促进学习迁移的积极作用。论文共分为七章:第一章,介绍了教师培训微课程设计的研究背景,对本研究涉及的核心概念进行界定,并阐述了本研究的目标、内容和意义,以及研究方法和研究框架。第二章,在研究现状述评部分的探讨中,一方面通过考察国内外教师培训发展特征,为探讨教师培训发展中微课程应用的必要性与可行性奠定现实基础;另一方面通过考察教师培训相关研究现状,为教师培训微课程设计提供研究基础。第三章,以高中信息技术教师为例调查其学习需求。基于ARCS模型视角,分别从注意维度、关联性维度、自信心维度和满意度维度对高中信息技术教师进行了培训微课程的需求调查与分析。第四章和第五章,在ARCS模型视角下,提出中小学教师培训微课程目标、内容和交互设计的策略:1.微课程目标设计应突出目标的“明晰性”与“关联性”;2.微课程内容设计应强调内容的适切性与趣味性;3.微课程交互活动应重视“人机互动”和“人际互动”。并针对微课程以视频为载体、注重情景创设等特点,提议利用视频弹幕技术支持微课程的交互。第六章,基于前面章节提出的微课程设计策略,在实践层面设计并开发教师培训微课程,通过体验式学习及体验调查来验证理论设计的科学性与合理性,并从ARCS模型的角度分析本研究提出的微课程设计策略在激发学习动机方面的促进作用。第七章,对本次研究进行总结:微课程为教师学习提供了新的资源,微课程的应用为教师培训提供了新的路径;ARCS模型为教师培训微课程设计提供理论支撑;应采用适当的技术支持微课程教学交互。本次研究的不足之处在于理论设计与分析的视角、调研与应用实验范围都需要进一步扩展。未来研究中将进一步关注应用研究,推动社会化媒体的交互应用,重视面向教师网络学习能力培训的微课程应用研究。
[Abstract]:Along with the social function, quality, characteristics of occupation development, teachers gradually become a specialized occupation, and constantly enhance the professional characteristics. In practice, to promote teachers' professional development is the fundamental guarantee and effective way to improve the quality of national education. The purpose of supporting teachers lifelong learning teachers training training environment, focus on to promote teachers' professional development, and constantly improve the level of basic education in our country. Compared to the traditional face-to-face training, the combination of primary and middle school teachers' training of new media technology and network technology in the teaching space more seamless and open hand, effectively promote the cultivation and development of teachers' community of practice, on the other hand to generate effective support the quality of teacher education resources, cohesion and sharing. However, with the implementation of teachers' training unceasingly, many problems in the process of training more and more Highlight, teacher training in primary and middle schools and urgent change. The micro course video media based on objectives, contents and features of long miniaturization, easy for network transmission and the fragmentation of learning, pay attention to the creation of situation and transfer of learning, make it become a new power to promote the reform of teacher training. In order to promote the advantages of micro course in teachers the need for training, based on the teaching principle given careful design. The aim of this study is based on the ARCS model to stimulate and maintain the learning motivation from the perspective of micro curriculum, content and interactive design strategies were proposed, and combined with the actual needs of teachers in primary school teacher training curriculum development of a series of micro, the proposed design strategy research under ARCS model the positive role to improve the learning efficiency and promote the transfer of learning. The thesis is divided into seven chapters: the first chapter introduces the research background of teacher training curriculum design of the micro. The definition of core concepts involved, and introduces the research goal, content and significance, and research methods and research framework. The second chapter discusses the status quo of the research, in part, on the one hand through the study of characteristics of the development of domestic and foreign teacher training, which lays a foundation for the necessity and feasibility of application of micro course of teachers' training the development of; on the other hand through the study of current teacher training related research, and provide basis for the study of teacher training for micro course design. In the third chapter, the high school information technology teachers as an example to investigate their learning needs. From the perspective of ARCS model, respectively from the attention dimension, correlation dimension, dimension of confidence and satisfaction dimensions were investigated and analyzed the training course of micro demand of high school information technology teachers. The fourth chapter and the fifth chapter, in the view of ARCS model, the proposed micro curriculum teachers' training, content Strategy and interaction design: 1. micro curriculum objectives should be designed to highlight the goal of "clarity" and "relevance"; 2. micro curriculum design should emphasize the content relevance and interest; 3. micro course interactive activities should pay attention to "human-computer interaction" and "human interaction". According to the micro course video carrier focus on the characteristics, the creation of scenarios, interactive offers support micro courses using video barrage technology. In the sixth chapter, the micro curriculum design strategy is put forward based on the previous chapters, in the practice of the design and development of teacher training in micro courses, through experiential learning experience and investigation to verify the theory of science and rationality of design, and to analyze the role of micro the curriculum design strategy proposed in this study to stimulate learning motivation from the perspective of the ARCS model. The seventh chapter is the summary of this study: the micro course provides new resources for teachers' learning, micro Provides a new path for the application of teacher training courses; to provide theoretical support for the teacher training model of ARCS micro curriculum design; technical support should adopt appropriate micro teaching interaction. The limitations of the study lies in the design and analysis of theory, research and application of the scope needs to be further expanded. Future research will further concern applied research, to promote the interaction of social media applications, pay attention to the study of micro course application oriented teacher network learning ability training.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G434;G635.1

【参考文献】