微课在高中文言文教学中的运用研究

发布时间：2018-02-12 01:49

  本文关键词： 微课 高中文言文教学 运用　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：微课是“互联网+教育”时代的产物,现代信息技术走进语文课堂,改变了枯燥乏味的传统语文教学,增加了语文课堂的活力,激发了师生教与学的乐趣,提高了语文教学的质量与效果。新兴的微课教学方式让学生成为学习的主人,充分发挥学生的自主性、能动性、实践性,让学生学会对自己的学习负责。本研究寻求微课与我国新课程改革下文言文教学改革的切合点,从应然的角度探究微课模式下的文言文教学,以期在研究微课与文言文教学相结合的过程中能够寻求更为高效的文言文教学形态。通过微课视角来研究文言文教学,不仅有利于深化文言文教学改革,对促进语文教师专业发展以及对深入探讨学生创新思维能力的发展具有积极作用。通过文献研究法、访谈调查法、案例分析法等研究方法从理论到实践为研究的开展打下坚实的基础,在前人的研究基础上加以借鉴并创新,力求理论与实践紧密结合,二者互为表里。本文提出了微课在高中文言文教学中运用的新观点,开发了高中文言文微课教学设计的模板及实例。全文分为引言、正文和结语三个部分,其中正文分四章展开论述。引言主要论述微课在高中文言文教学中运用的研究缘起与研究价值,并且对目前国内外的相关研究成果进行综述并提出问题与展望,明确本研究的研究思路、研究方法并提出本研究的创新之处。第一章概述微课在高中文言文教学中的运用。明确微课的涵义,厘清与微课相关的概念。总结微课的特征:短小精悍、形象直观、移动学习、资源共享。发现微课模式下文言文教学的理论基础:建构主义学习理论、微型学习理论、双重编码理论。提出微课在高中文言文教学中运用的意义:一方面对教师的意义,可以提高文言文教学质量、促进教师专业发展;另一方面对学生的意义,可以激发学生学习文言文的兴趣和热情、培养学生学习文言文的自主、合作、探究的能力。第二章论述高中文言文教学中的微课制作。首先,介绍微课的录制可以按技术和内容分为两类;其次,从技术层面介绍一些常见的微课录制方式有:课堂实录式、实地拍摄式、绿幕抠屏式、计算机录屏式、画中画式、可汗学院式等;然后,用“一二三三”法则介绍制作优秀微课的步骤,即一个中心点(以学生为中心)、两个原则(简单有趣、可信有用)、三个关键点(选题、教学策略、表现手法)、三个步骤(确定微课选题、设计教学过程、录制微课视频);最后,介绍制作微课应注意的事项:内容的逻辑性、形式的动态性、技术的规范性、情感的亲近性。第三章论述微课在高中文言文教学中运用的原则和策略。微课在高中文言文教学中运用的三大原则:第一,以学生为主体;第二,趣味性与知识性相结合;第三,开放性与交互性相结合。微课在高中文言文教学中运用的三大策略:第一,回归教学本质,避免教学功利化;第二,更换角色定位,促进师生间对话;第三,提高信息素养,教学技术协同发展。第四章论述微课在高中文言文教学中运用的方法与时机。教师在完成微课制作后,微课在文言文教学中的运用方法是:发布微课视频和学生体验反馈。教师结合文言文自身的文本特点和教学特点,探索发现在文言文教学中运用微课的时机,可以在文言文教学创设情境时、诵读体验时和教学重难点时制作带有文言文气息的微课,并设计相关的微课教学设计。结语中进一步明确微课在高中文言文教学中运用的目的所在,分析在研究的过程中遇到的一些问题以及研究的不足之处,明确今后努力的方向。
[Abstract]:Micro class is a product of "Internet plus education" era, the modern information technology into Chinese class, has changed the traditional Chinese teaching is boring, increase classroom vitality, stimulate teachers and students in teaching and learning fun, improve the quality and effect of Chinese teaching. The micro teaching mode of new learning to enable students to become master, give full play to students' autonomy, initiative, practice, let students learn to take responsibility for their own learning. This study sought to meet the teaching reform of classical Chinese micro class and the new curriculum reform in China, research from the perspective of classical Chinese teaching micro class mode, through the combination of micro with the course of classical Chinese teaching in the research to seek more efficient forms of classical Chinese teaching. Through the course of micro perspective to study the classical Chinese teaching, not only conducive to the deepening of the reform in classical Chinese language, to promote the professional development of Teachers Has a positive effect on the development of students' thinking ability and innovation in depth. Through literature research, interviews, case analysis and other research methods from theory to practice for the research development and lay a solid foundation to learn and innovate on the basis of previous studies, tries to combine the theory and practice, the two together this paper presents a new point of view. Using the micro lesson in classical Chinese teaching in senior high school, the development of the high school Chinese micro teaching design templates and examples. The paper is divided into three parts of introduction, text and conclusion, the text is divided into four chapters. The introduction mainly discusses the research origin and research of micro teaching in classical Chinese the value of teaching in senior high school, and the current domestic and foreign related research results are summarized and put forward the problems and prospects, clear research ideas of this research, research methods and put forward the research innovation The new place. The first chapter outlines the micro lesson in classical Chinese teaching in senior high school. A clear micro lesson meaning, clarify and micro class related concepts. Summarizing the characteristics of micro courses: short and pithy, vivid, mobile learning, resource sharing. It is found that micro class mode of classical Chinese Teaching: the theoretical basis of constructivism learning the theory of micro learning theory, double encoding theory. The proposed micro teaching in classical Chinese teaching in Senior High School: on the one hand, the significance of teachers, can improve the quality of teaching classical, to promote teachers' professional development; on the other hand, the significance of the students, can stimulate students' interest in classical learning and cultivate students' learning enthusiasm. The independent, cooperative and inquiry ability. The second chapter discusses the fabrication of micro lesson of classical Chinese teaching in senior high school. First, the micro class can be recorded by technology and the content is divided into two categories; secondly, some from the technical level Micro class common recording mode: classroom observation, field shooting, green screen pull screen, computer screen recording, Pip, khanacademy type; then, introduces the steps of making excellent micro class with the "1233" rule, which is a central point (student-centered), two the principle of (simple and interesting, useful and credible) three key points (topic, teaching strategies, methods, steps (three) to determine the micro class topic, design the teaching process, micro lesson video recording); finally, the matters should be paid attention to the fabrication of micro lesson content: logic, dynamic form. Normative technology, intimate feelings. The principle and strategy of micro teaching in classical Chinese teaching in senior high school. The third chapter discusses the three principles of applying micro class in classical Chinese teaching in Senior High School: first, take the student as the main body; second, interest and knowledge of the combination; third, openness and interactivity combined. The application of three strategies of micro lesson in classical Chinese teaching in high school: first, return to the essence of teaching, teaching to avoid the utilitarian; second, replacing the role, to promote dialogue between teachers and students; third, improve the information literacy of teaching technology, collaborative development. The fourth chapter discusses the micro class words and timing of the use of the method in the teaching in high Chinese at the completion of the micro lesson teachers in the making, using the method of micro lesson in classical Chinese teaching is: release micro lesson video feedback. Teachers and students to experience the combination of text features and teaching features of classical Chinese self discovery, using the timing of micro lesson in classical Chinese teaching, in classical Chinese teaching situation. Reading experience and teaching difficulties when making a micro class classical flavor, and design of micro teaching design. The conclusion to further clarify the micro teaching in classical Chinese teaching in senior high school in, in research and analysis Some of the problems encountered in the process, as well as the shortcomings of the research, make clear the direction of future efforts.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.3
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本文编号：1504509