本文選題：高中物理　切入點(diǎn)：微課　出處：《天津師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在如今這個(gè)信息化的時(shí)代里,互聯(lián)網(wǎng)技術(shù)的發(fā)展極大的加快了人類對(duì)知識(shí)共享的步伐,同時(shí)對(duì)基礎(chǔ)教育領(lǐng)域的高中物理教學(xué)也產(chǎn)生了很大的影響,結(jié)合高度智能化的移動(dòng)終端,終于誕生了一種新型的信息化學(xué)習(xí)方式---“微課”。伴隨著移動(dòng)終端的不斷普及,當(dāng)今的中學(xué)里,大部分學(xué)生都有自己的數(shù)碼產(chǎn)品和智能手機(jī),如何引導(dǎo)學(xué)生正確健康的使用智能終端已經(jīng)成為一個(gè)無(wú)法回避的教育難題。微課具有短小精悍、聲畫并茂的特點(diǎn),不僅可以最大程度地調(diào)動(dòng)學(xué)習(xí)者的各種感官高效率的進(jìn)行學(xué)習(xí)活動(dòng),而且還可以滿足學(xué)習(xí)者的碎片化移動(dòng)式學(xué)習(xí)的個(gè)性需求。本文主要研究高中物理光學(xué)部分的微課,解決高二學(xué)生在光學(xué)學(xué)習(xí)過(guò)程中遇到的難以解決的共性問(wèn)題。高中物理微課的制作和應(yīng)用在國(guó)內(nèi)雖然已經(jīng)有了一定的積累和發(fā)展,但是依然存在一系列突出的問(wèn)題,例如教師對(duì)微課資源開(kāi)發(fā)力度的不足導(dǎo)致直接可用于一線的優(yōu)質(zhì)物理微課資源匱乏等等,為了更好的解決此類問(wèn)題,本文提出了高中物理微課資源開(kāi)發(fā)的有效模式。本文研究的主要工作在于結(jié)合國(guó)內(nèi)外關(guān)于微課已有成就和理論的基礎(chǔ)上,對(duì)一部分同學(xué)和老師進(jìn)行了調(diào)查問(wèn)卷,根據(jù)他們的需求,采用ADDIE模型系統(tǒng)地分析了高中物理微課開(kāi)發(fā)的要素和應(yīng)用類型,在此基礎(chǔ)上創(chuàng)造性地歸納出了適合高中物理微課開(kāi)發(fā)的有效模式和程序,為了驗(yàn)證模式的正確性和有效性,筆者理論聯(lián)系實(shí)際,以所教年級(jí)為研究對(duì)象進(jìn)行了高中物理光學(xué)內(nèi)容的教學(xué)實(shí)驗(yàn),通過(guò)教學(xué)前與教學(xué)后的獨(dú)立樣本差異顯著性檢驗(yàn)證明了筆者提出的高中物理微課設(shè)計(jì)的有效模式是正確且有效的。這不僅為廣大的一線物理教師在制作物理微課方面提供了一個(gè)重要的參考,也為后期的天津市中小學(xué)微課網(wǎng)站建設(shè)奠定了良好的基礎(chǔ)。
[Abstract]:In this information age, the development of Internet technology has greatly accelerated the pace of human knowledge sharing, and at the same time has had a great impact on physics teaching in the field of basic education in senior high school, combining with highly intelligent mobile terminals. Finally, a new type of information-based learning method-"micro-lessons" was born. With the continuous popularization of mobile terminals, most students in today's middle schools have their own digital products and smart phones. How to guide students to use intelligent terminals correctly and healthily has become an unavoidable educational problem. It can not only mobilize the learners' senses to carry out learning activities efficiently, but also meet the individual needs of fragmented mobile learning. To solve the common problems encountered by senior high school students in the process of optical learning. Although the production and application of high school physics microcourses has accumulated and developed in China, there are still a series of outstanding problems. For example, the lack of teachers' efforts to develop micro-lesson resources leads to the shortage of high-quality physical micro-lesson resources that can be directly used in the front line, and so on, in order to solve such problems better. The main work of this paper is to investigate some students and teachers on the basis of domestic and foreign achievements and theories about microcourse. According to their needs, this paper systematically analyzes the elements and application types of high school physics microcourse development by using ADDIE model, and then creatively concludes the effective model and program suitable for senior high school physics microcourse development. In order to verify the correctness and validity of the model, the author combines the theory with practice, taking the grade as the research object, carries on the teaching experiment of physics optics content in senior high school. The significance test of independent samples before and after teaching proves that the effective model of physics microcourse design proposed by the author is correct and effective, which is not only for the majority of first-line physics teachers in the production of physics microcourses. It provides an important reference. It also laid a good foundation for the construction of micro-course website in Tianjin primary and secondary schools.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7;G434

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