微课在高中思想政治《经济生活》模块中的应用研究

发布时间：2018-05-11 07:05

本文选题：微课 + 思想政治　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着现代信息技术的发展,新技术、新媒体的出现,使得微课逐渐进入了人们的视线,并且热度逐年提高,许多地区纷纷进行微课教学,微课比赛也在如火如荼的举行着,各领域的专家、学者也都时刻关注着微课。微课的出现绝非偶然,它有着技术的支撑同时也适应了时代发展的要求,所以发展的速度十分惊人。视频压缩与传输技术、无线宽带技术、移动终端的增多等都为微课提供了技术层面的支持。随着构建学习型社会、树立终身学习的思想以及个性化学习的需求,为微课的发展提供了一片沃土。但是就目前我国的状况来说,微课还处于发展阶段,是一种新生事物。就高中思想政治课来说,微课教学模式还处于探索与实践的阶段,还没有形成成熟的模式。因此本文将微课与具体的思想政治学科必修一《经济生活》相结合,结合自己的教学实践经验,提出一些自己的见解。论文共包含四部分,在查阅了大量有关微课与思想政治教学的基础之上,结合笔者在实习期间的一些感悟,将理论与自身实践相结合,完成了这四部分的内容,最后在结尾处以《股票与债券的对比》作为案例展示。第一部分主要是对微课进行介绍。首先对微课进行概念界定,其次介绍了微课的特点,即用时较短、知识点集中、直入主题和可重复利用。最后是对微课的理论基础进行叙述,微课的理论基础主要有:布鲁纳认知-发现学习理论、人本主义的有意义学习理论和泛在学习理论。第二部分为在高中思想政治必修一《经济生活》中应用微课的必要性和实施要求。在必要性方面,主要是因为时代发展的必然要求、符合基础教育课程改革的要求、《经济生活》的地位和内容决定的、有利于帮助学生形成良好的学习习惯以及有利于提高思想政治课的教学效果。在实施要求方面,具体介绍了四条要求。第三部分为本文的重点,主要内容为微课在高中思想政治《经济生活》模块中的具体实施步骤,第四部分是为了给广大教师提供一些可供选择的具体可操作的内容。第一阶段为分析阶段,主要是对学情和教材进行分析。第二阶段为设计阶段,设计时要确定教学目标和进行脚本设计,目标具有导向作用,因此确定明确的目标可以帮助教师少走弯路。第三阶段为制作阶段,这里介绍了三种制作微课的手段,分别为用手机录制微课、用平板电脑录制微课和运用Camtasia Studio录制微课,录制微课的方法很多,这里着重对这三种最方便的方法进行了介绍。第四阶段是应用微课的阶段,微课可以在课前、课中和课后进行运用,教师可以根据自己教学进度,灵活选用应用的阶段。第五阶段为反馈评价阶段,只有不断进行反思才会进步。第四部分以课本中《投资理财的选择》这一部分的内容设计了教学案例,以案例为本文的结尾部分,以期增强本文的应用性。
[Abstract]:With the development of modern information technology and the emergence of new technology and new media, micro-lesson has gradually entered the sight of people, and the heat has increased year by year. Many areas have carried out micro-lesson teaching, and micro-lesson competition is also in full swing. Experts and scholars in various fields also pay close attention to micro-lessons. The emergence of micro-class is no accident, it has the support of technology, but also adapt to the requirements of the development of the times, so the speed of development is amazing. Video compression and transmission technology, wireless broadband technology, mobile terminals and so on provide technical support for micro-lessons. With the construction of learning society, the idea of lifelong learning and the demand of individualized learning, it provides a fertile soil for the development of micro-lessons. But at present our country's condition, the micro-lesson is still in the development stage, is a kind of new thing. As far as the high school ideological and political course is concerned, the teaching mode of micro-class is still in the stage of exploration and practice, and has not yet formed a mature model. Therefore, this paper combines the micro-course with the required course of "Economic Life" in the specific ideological and political discipline, and puts forward some opinions in combination with one's own teaching practice experience. The thesis consists of four parts, on the basis of consulting a large number of micro-lessons and ideological and political teaching, combined with some insights of the author during the practice period, the author combines the theory with his own practice, and completes the contents of these four parts. At the end of the article, the comparison between stocks and bonds is given as a case study. The first part mainly introduces the micro-class. Firstly, the concept of micro-lesson is defined, and then the characteristics of micro-lesson are introduced, that is, short time, concentrated knowledge, direct access to the subject and reusability. Finally, the theoretical basis of micro-class is described. The main theoretical basis of micro-lesson is: Bruner's cognitive-discovery learning theory, humanistic meaningful learning theory and ubiquitous learning theory. The second part is about the necessity and requirement of applying microcourse in the required course of high school ideology and politics. In terms of necessity, it is mainly because of the inevitable requirements of the development of the times, in line with the requirements of the curriculum reform of basic education, and because of the status and content of "Economic Life". It is helpful to help students form good study habits and to improve the teaching effect of ideological and political course. In the implementation of the requirements, the specific introduction of four requirements. The third part is the focus of this paper, the main content is the specific implementation steps of micro-class in the high school ideological and political "Economic Life" module, the fourth part is to provide some specific and operable contents for teachers to choose. The first stage is the analysis stage, which mainly analyzes the learning situation and teaching materials. The second stage is the design stage, the teaching goal and script design should be determined when the design, the goal has the guidance function, therefore the determination clear goal may help the teacher to walk the detour less. The third stage is the production stage, here introduced three kinds of methods of making micro-lesson, respectively, recording micro-lesson with mobile phone, recording micro-lesson with tablet computer and recording micro-lesson with Camtasia Studio, there are many methods of recording micro-lesson. The three most convenient methods are introduced here. The fourth stage is the stage of applying microlesson, which can be used before, during and after class, and the teacher can choose the stage of application flexibly according to his own teaching progress. The fifth stage is the stage of feedback evaluation, only continuous reflection can make progress. In the fourth part, the author designs the teaching case in the content of "Choice of Investment and Finance" in the textbook, taking the case as the end part of this paper, in order to enhance the application of this paper.
【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】：G633.2

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