生物教学关键问题解决的微视频制作研究
发布时间：2018-12-06 18:58
【摘要】：目前教育界研究的热点是微视频和教学关键问题,解决教学关键问题的途径很多,但面对人群为年轻教师,借助微视频作为载体,以教师培训为途径,达到解决教学关键问题为目的的方式暂时没有,本文期望能找到教学关键问题解决的微视频的制作策略。首先选择常州地区作为试点,组建研究团队,以常州市的教研员、优秀教师、技术人员为主,其中优秀教师以近几年参加省、市评优课或基本功比赛获奖者为主体,保证高水平完成微视频资源包的制作。整个团队既具有坚实的课程教学和学科专业功底,又具有丰富的一线教育教学实践经验和教育技术实践技能,充分保证了微视频资源包的质量。向常州市生物学年轻教师投放92份调查问卷,反馈显示年轻教师在科技活动组织、小课题研究的指导、生物实验的组织、评价学生、进修、设计有启发有价值的教学构思、开放式课堂中的驾驭策略、面向全体学生、因材施教、探究式教学、概念教学等方面存在困难,专业需求量最大的是观摩优秀教师教学、生物实验培训、生物科技活动指导、小课题指导的培训以及研究性学习指导。结合年轻教师感到困惑的问题和专业需求,阅读文献资料并访谈专家和优秀教师,提炼出4个一级主题下的25个二级主题的初中生物学教学关键问题,并对25个教学关键问题进行了相关解读。根据课程标准的核心主题和生物学学科的基本思想方法来提出教学关键问题,这些问题应该符合初中生的生物学学习规律和学习特点,指向教师生物学教学实践能力发展的障碍点、关键点和生长点,可以是教师教学设计和实施的重要环节,可以是教师学科教学知识及PCK的构成要素。教学关键问题的表述方式为:疑问句式,关键词包含教学内容,教学设计或教学实施的重要环节。针对每一个具体的教学关键问题,制作了相应的微视频资源包,其中包含了一份解决教学关键问题的提炼和表述报告(即解读文稿),一套制作好的微视频,以及相关发表的文章。以微视频为载体,在常州年轻教师中试点使用,反馈效果较好,能有效地帮助年轻教师解决生物学教学关键问题,为解决年轻教师教学关键问题提供了新的路径。
[Abstract]:At present, there are many ways to solve the key problems of teaching and microvideo, but in the face of the crowd, the young teachers, with the help of microvideo as the carrier, take the training of teachers as the way. There is no way to solve the key teaching problems for the time being, this paper hopes to find out the key teaching problems to solve the micro-video production strategy. First of all, Changzhou area was selected as a pilot, and a research team was set up, with the teaching and research staff, excellent teachers and technical personnel mainly in Changzhou City. Among them, the outstanding teachers mainly participated in the provincial, municipal or basic skills competition winners in recent years. Ensure a high level of micro-video resource package production. The whole team not only has a solid foundation of curriculum teaching and discipline and specialty, but also has rich practical experience and practical skills of educational technology, which fully guarantees the quality of micro-video resource package. A total of 92 questionnaires were sent to young biology teachers in Changzhou City. Feedback showed that young teachers were in the organization of scientific and technological activities, the guidance of research on small topics, the organization of biological experiments, the evaluation of students, the further study, and the design of instructive and valuable teaching ideas. There are difficulties in managing strategy in open classroom, facing all students, teaching in accordance with their aptitude, inquiry teaching, concept teaching and so on. The major demand is the teaching of excellent teachers, the training of biological experiments, the guidance of activities of biotechnology, etc. Training of small project guidance and research learning guidance. Combined with the puzzling problems and professional needs of young teachers, reading literature and interviewing experts and excellent teachers, the key problems of biology teaching in junior middle school were extracted from 25 secondary subjects under four primary themes. Meanwhile, 25 key teaching questions are interpreted. According to the core theme of curriculum standard and the basic thought method of biology subject, the key problems of teaching should be put forward, which should accord with the rules and characteristics of biology study of junior high school students. Pointing to the obstacles, key points and growing points of teachers' biological teaching practical ability, it can be an important link in the design and implementation of teachers' teaching, and can be the constituent elements of teachers' subject teaching knowledge and PCK. The key problems of teaching are expressed in the following ways: interrogative sentences, key words including teaching content, teaching design or important links of teaching implementation. Aiming at each specific teaching key problem, the corresponding microvideo resource package is made, which contains a report of refining and describing the key problems in teaching (that is, unscrambling the manuscript), a set of microvideo which is made well. And related published articles. Using microvideo as the carrier, the feedback effect is good, which can effectively help young teachers to solve the key problems in biology teaching, and provide a new way to solve the key problems of teaching for young teachers.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2366499
[Abstract]:At present, there are many ways to solve the key problems of teaching and microvideo, but in the face of the crowd, the young teachers, with the help of microvideo as the carrier, take the training of teachers as the way. There is no way to solve the key teaching problems for the time being, this paper hopes to find out the key teaching problems to solve the micro-video production strategy. First of all, Changzhou area was selected as a pilot, and a research team was set up, with the teaching and research staff, excellent teachers and technical personnel mainly in Changzhou City. Among them, the outstanding teachers mainly participated in the provincial, municipal or basic skills competition winners in recent years. Ensure a high level of micro-video resource package production. The whole team not only has a solid foundation of curriculum teaching and discipline and specialty, but also has rich practical experience and practical skills of educational technology, which fully guarantees the quality of micro-video resource package. A total of 92 questionnaires were sent to young biology teachers in Changzhou City. Feedback showed that young teachers were in the organization of scientific and technological activities, the guidance of research on small topics, the organization of biological experiments, the evaluation of students, the further study, and the design of instructive and valuable teaching ideas. There are difficulties in managing strategy in open classroom, facing all students, teaching in accordance with their aptitude, inquiry teaching, concept teaching and so on. The major demand is the teaching of excellent teachers, the training of biological experiments, the guidance of activities of biotechnology, etc. Training of small project guidance and research learning guidance. Combined with the puzzling problems and professional needs of young teachers, reading literature and interviewing experts and excellent teachers, the key problems of biology teaching in junior middle school were extracted from 25 secondary subjects under four primary themes. Meanwhile, 25 key teaching questions are interpreted. According to the core theme of curriculum standard and the basic thought method of biology subject, the key problems of teaching should be put forward, which should accord with the rules and characteristics of biology study of junior high school students. Pointing to the obstacles, key points and growing points of teachers' biological teaching practical ability, it can be an important link in the design and implementation of teachers' teaching, and can be the constituent elements of teachers' subject teaching knowledge and PCK. The key problems of teaching are expressed in the following ways: interrogative sentences, key words including teaching content, teaching design or important links of teaching implementation. Aiming at each specific teaching key problem, the corresponding microvideo resource package is made, which contains a report of refining and describing the key problems in teaching (that is, unscrambling the manuscript), a set of microvideo which is made well. And related published articles. Using microvideo as the carrier, the feedback effect is good, which can effectively help young teachers to solve the key problems in biology teaching, and provide a new way to solve the key problems of teaching for young teachers.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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