中学化学微课应用现状的调查和对策研究
发布时间：2019-02-15 20:42
【摘要】：微课是当代信息技术与教育相融合的新事物,以视频为载体,针对某一知识点进行解说的微视频。集视频与声音为一体,丰富的视觉与听觉效果易引起学生的注意,激发学习兴趣。处于青春期的中学生注意力不易集中,易受外界的干扰,对新鲜的事物又表现出极大的热情和兴趣,微课的引入,为这一问题的解决提供了一种渠道。化学是从分子、原子水平上研究物质的实验性学科,具有知识抽象、实验较多的特点。将微课引入到化学教学中,可将微观世界展现出来,使知识由微观化变得宏观化,不再抽象,帮助学生理解知识;同时将实验的操作过程,清晰规范地展示出来,对学生实验技能的提高有很大作用,进而提高教学效率。当前越来越多的中学化学教师将微课运用于教学实践,但教学效果有待进一步的验证。本文试图通过文献研究法了解当前国内外对微课的研究现状以及对相关的概念进行了界定,同时设计了用来调查“微课在中学化学教学应用现状”的学生和教师问卷。通过问卷调查法对“微课在中学化学教学应用”中的现状进行分析,并提出相关的应用对策,为微课更好地服务于化学教学提供一些参考。通过对问卷的整体分析,发现微课在中学化学教学应用中存在的问题主要体现在:(1)教师对微课平台不够了解且相关平台上的微课质量较差,资源分类较为混乱,教师很难找到所需微课;(2)学校应用微课的氛围较差,教师只在公开课和一些比赛中应用微课,在日常教学中很少使用微课;(3)缺少典型的中学化学微课应用类型,供教师借鉴和学习;(4)教师们对微课不够了解、设计与制作微课的水平较低以及不能将微课灵活运用在化学教学中;(5)微课“碎片化”的特点影响了学生对知识的系统化学习。针对当前存在的问题,笔者提出了如下对策:(1)健全微课网络资源平台;(2)优化学校使用环境;(3)构建典型的中学化学微课应用类型;(4)提高教师运用微课进行教学的能力。
[Abstract]:Micro-lesson is a new thing that combines information technology and education. With video as the carrier, micro-video is used to explain a certain knowledge point. With video and sound as an integral whole, rich visual and auditory effects are easy to attract students' attention and stimulate their interest in learning. Middle school students in adolescence are not easy to focus their attention, are easily disturbed by the outside world, and show great enthusiasm and interest for new things. The introduction of micro-lessons provides a channel for the solution of this problem. Chemistry is an experimental subject of studying matter from the molecular and atomic levels, which has the characteristics of abstract knowledge and more experiments. The introduction of microcourse into chemistry teaching can show the microcosm, change knowledge from microcosm to macroscopical, no longer abstract, and help students to understand knowledge. At the same time, the operation process of the experiment is clearly and normatively displayed, which plays an important role in the improvement of the students' experimental skills and further improves the teaching efficiency. At present, more and more middle school chemistry teachers use micro-class in teaching practice, but the teaching effect needs further verification. This paper attempts to understand the current situation of microcourse research at home and abroad and to define the related concepts through literature research. At the same time, it designs a questionnaire for students and teachers to investigate the current situation of the application of microcourses in chemistry teaching in middle schools. This paper analyzes the present situation of the application of micro-lessons in chemistry teaching in middle schools by means of questionnaire investigation, and puts forward some relevant application countermeasures, which can provide some references for the better service of micro-lessons in chemistry teaching. Through the overall analysis of the questionnaire, it is found that the main problems in the application of micro-lesson in middle school chemistry teaching are: (1) the teachers do not understand the micro-lesson platform and the quality of micro-lesson on the related platform is poor, and the classification of resources is relatively confused. It is difficult for teachers to find the required micro-lessons; (2) the atmosphere of applying micro-lessons in schools is poor, teachers only use micro-lessons in open classes and some competitions, and seldom use micro-lessons in daily teaching, (3) there is a lack of typical application types of microcourses in middle schools for teachers to learn and learn from. (4) the teachers do not understand the micro-lesson, the level of designing and making the micro-lesson is low, and the micro-lesson can not be used flexibly in chemistry teaching. (5) the characteristics of "fragmentation" of micro-lesson affect the students' systematic learning of knowledge. In view of the existing problems, the author puts forward the following countermeasures: (1) perfecting the network resource platform of micro-lesson; (2) optimizing the school environment; (3) constructing the typical application type of microcourse in middle school. (4) to improve the ability of teachers to use micro-class in teaching.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434
本文编号：2423680
[Abstract]:Micro-lesson is a new thing that combines information technology and education. With video as the carrier, micro-video is used to explain a certain knowledge point. With video and sound as an integral whole, rich visual and auditory effects are easy to attract students' attention and stimulate their interest in learning. Middle school students in adolescence are not easy to focus their attention, are easily disturbed by the outside world, and show great enthusiasm and interest for new things. The introduction of micro-lessons provides a channel for the solution of this problem. Chemistry is an experimental subject of studying matter from the molecular and atomic levels, which has the characteristics of abstract knowledge and more experiments. The introduction of microcourse into chemistry teaching can show the microcosm, change knowledge from microcosm to macroscopical, no longer abstract, and help students to understand knowledge. At the same time, the operation process of the experiment is clearly and normatively displayed, which plays an important role in the improvement of the students' experimental skills and further improves the teaching efficiency. At present, more and more middle school chemistry teachers use micro-class in teaching practice, but the teaching effect needs further verification. This paper attempts to understand the current situation of microcourse research at home and abroad and to define the related concepts through literature research. At the same time, it designs a questionnaire for students and teachers to investigate the current situation of the application of microcourses in chemistry teaching in middle schools. This paper analyzes the present situation of the application of micro-lessons in chemistry teaching in middle schools by means of questionnaire investigation, and puts forward some relevant application countermeasures, which can provide some references for the better service of micro-lessons in chemistry teaching. Through the overall analysis of the questionnaire, it is found that the main problems in the application of micro-lesson in middle school chemistry teaching are: (1) the teachers do not understand the micro-lesson platform and the quality of micro-lesson on the related platform is poor, and the classification of resources is relatively confused. It is difficult for teachers to find the required micro-lessons; (2) the atmosphere of applying micro-lessons in schools is poor, teachers only use micro-lessons in open classes and some competitions, and seldom use micro-lessons in daily teaching, (3) there is a lack of typical application types of microcourses in middle schools for teachers to learn and learn from. (4) the teachers do not understand the micro-lesson, the level of designing and making the micro-lesson is low, and the micro-lesson can not be used flexibly in chemistry teaching. (5) the characteristics of "fragmentation" of micro-lesson affect the students' systematic learning of knowledge. In view of the existing problems, the author puts forward the following countermeasures: (1) perfecting the network resource platform of micro-lesson; (2) optimizing the school environment; (3) constructing the typical application type of microcourse in middle school. (4) to improve the ability of teachers to use micro-class in teaching.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434
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