Flash在高中生物测验中的应用探索

发布时间：2018-04-23 13:28

本文选题：Flash教学 + 高中生物　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着多媒体技术的发展,以Flash动画为代表的多媒体教学手段在高中生物课堂中应用的越来越广泛,但是Flash在生物测验的研究及应用方面只是处于起步阶段,在课后少有开展。基于此,本文本着为课堂服务的宗旨,结合新课程改革的理念,力求适应新时代发展要求,并促进学生的自身发展,以期能够打破传统的练习模式,完善高中生物测验的形式。本研究以形成性评价理论、行为主义学习理论、视觉思维理论以及教育控制论为指导,借助文献资料法、实验法、观察研究法、个案访谈法、问卷调查法等研究方法,利用Flash自带测验模板,以人教版高中生物必修二第四章《基因的表达》和必修三第五章《生态系统及其稳定性》这两部分内容为例进行Flash练习的设计与开发。通过Flash设计的练习具有高效快捷、交互性强、便于统计成绩等优点,基于此,笔者将自己执教的两个班级设置为实验班级和对照班级,新授课研究阶段5班为实验班级,利用制作完成的Flash练习在学校专用的多媒体教室中进行作答,6班为对照班级,利用普通纸质试题进行课后练习,而复习课研究阶段6班为实验班级,5班为对照班级,交换练习模式。按照教学设计在实验班级和对照班级以相同形式进行授课,授课时间、授课内容等全部一致,在对照班级和实验班级进行教学及相应练习实践后,对两个班级的学生学习效果进行阶段性纸笔测试,最后对两个班级实验前后的成绩进行比较分析。通过数据分析表明运用Flash练习模式的实验班级比常规练习的对照班级的成绩更好,并且形成了显著性差异,证明了Flash练习模式的开展起到了有效的辅助教学的作用。
[Abstract]:With the development of multimedia technology, multimedia teaching means, represented by Flash animation, are more and more widely used in senior high school biology classroom. However, the research and application of Flash in biology test is only in its infancy, and is rarely carried out after class. Based on this, the purpose of this paper is to serve the classroom, combined with the concept of new curriculum reform, to adapt to the requirements of the development of the new era, and to promote the development of students, in order to break the traditional practice model, improve the form of high school biology test. Under the guidance of formative evaluation theory, behaviorist learning theory, visual thinking theory and educational cybernetics, the research methods include literature, experiment, observation and research, case interview, questionnaire survey and so on. By using Flash's own test template, the design and development of Flash exercises were carried out with the examples of Chapter 4 (Gene expression) and Chapter 5 (ecosystem and its Stability) of the required Senior High School Biology course of the Human Education Edition, and the third chapter, "ecosystem and its Stability", as an example for the design and development of Flash exercises. The exercises designed by Flash have the advantages of high efficiency, fast interaction, easy to count results and so on. Based on this, the author sets the two classes as experimental class and control class, and the five classes in the new stage of teaching and research are experimental classes. The completed Flash exercises are used to answer the six classes in the special multimedia classroom of the school as the control class, and the ordinary paper test questions are used for the after-class exercises, while the six classes for the review class research stage are the experimental class and the fifth class is the control class. Exchange practice mode. According to the teaching design, the teaching is conducted in the same form in the experimental class and the control class, the teaching time and the teaching content are all the same, and after the teaching and the corresponding practice of the control class and the experimental class are carried out, The paper tests the learning effect of students in two classes, and finally compares the results before and after the experiment between the two classes. The data analysis shows that the experimental class with Flash exercise model has better results than the control class with conventional exercises, and there is a significant difference, which proves that the development of Flash exercise model plays an effective role in auxiliary teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434

【参考文献】