發(fā)布時間：2018-04-24 13:23

  本文選題：微課 + 互聯(lián)網(wǎng)思維��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：互聯(lián)網(wǎng)時代,人們的生活方式正經(jīng)受著巨大的變革。在教育領(lǐng)域,一方面,傳統(tǒng)教育越來越不能滿足社會對教育的新需求,需要有新的課程來補充傳統(tǒng)課程的不足;另一方面,互聯(lián)網(wǎng)技術(shù)的發(fā)展為微課踐行新的課程理念提供了技術(shù)和物質(zhì)上的保障。因此,論文以后現(xiàn)代課程觀為課程開發(fā)理念創(chuàng)新的先導(dǎo),以微課為互聯(lián)網(wǎng)時代重構(gòu)課程的具體形式,通過閱讀文獻、案例調(diào)查和訪談等方法,探究微課作為互聯(lián)網(wǎng)時代的一種新型課程與傳統(tǒng)課程的本質(zhì)區(qū)別,分析微課的優(yōu)勢和開發(fā)應(yīng)用中存在的問題,依據(jù)互聯(lián)網(wǎng)思維提出了解決措施。在微課開發(fā)的理念上,突破原有目標模式課程開發(fā)理論的限制,尋找更適合當今微課發(fā)展需要的課程開發(fā)理念;在開發(fā)原則上,依據(jù)互聯(lián)網(wǎng)思維和高中地理學(xué)科的特點,在原有課程開發(fā)的原則基礎(chǔ)上,提出基于互聯(lián)網(wǎng)思維高中地理微課開發(fā)要遵循的特有原則——參與原則、數(shù)據(jù)反饋原則、去中心原則和地理特色原則;在課程設(shè)計上,主張設(shè)置清晰但非具體的目標,將高中地理微課的目標確定為激發(fā)學(xué)生學(xué)習(xí)地理的興趣、還原地理知識情境、促進知識有意義的構(gòu)建和培養(yǎng)地理思維能力;在內(nèi)容選擇上,主張從具體問題出發(fā)選擇能夠促進學(xué)生問題解決和思維培養(yǎng)的貼近學(xué)生生活的內(nèi)容;在內(nèi)容組織上,提出了兩種基本的微課組織方式;在微課制作上,提倡在微課視頻的基礎(chǔ)上嵌入數(shù)據(jù)反饋系統(tǒng)。同時,倡導(dǎo)微課的制作專業(yè)化。在教師整體設(shè)計的前提下由專業(yè)的制作團隊負責(zé),保證微課質(zhì)量精良同時減輕教師開發(fā)微課的困難。在微課的應(yīng)用上,討論了微課的應(yīng)用范圍、應(yīng)用價值和應(yīng)用條件;在微課的評價,討論了互聯(lián)網(wǎng)思維對微課評價的影響和作用以及微課的評價指標。論文有兩個成果:第一,研究在分析現(xiàn)階段高中地理教育需求和微課開發(fā)不足的基礎(chǔ)上,構(gòu)建了以后現(xiàn)代課程觀為基礎(chǔ)的微課開發(fā)理念。第二,將互聯(lián)網(wǎng)思維運用于課程開發(fā)領(lǐng)域,為微課的設(shè)計和制作提供了新的思路和方法,使微課的應(yīng)用價值能夠得以體現(xiàn)。并在此基礎(chǔ)上討論了微課的應(yīng)用和評價問題,提出依靠微課和大數(shù)據(jù)進行過程性評價的新的評價方法。
[Abstract]:In the Internet era, people's way of life is undergoing tremendous changes. In the field of education, on the one hand, traditional education is increasingly unable to meet the new needs of society for education, and new courses are needed to supplement the shortcomings of traditional courses; on the other hand, The development of Internet technology provides a technical and material guarantee for the practice of the new curriculum concept. Therefore, after the thesis, the modern curriculum view is the forerunner of curriculum development idea innovation, and the micro-class is the concrete form of curriculum reconstruction in the Internet era, through reading literature, case investigation and interview, etc. This paper probes into the essential differences between microcourses as a new type of curriculum and traditional courses in the Internet era, analyzes the advantages of microcourses and the problems existing in their development and application, and puts forward some solutions according to the thinking of the Internet. On the concept of microcourse development, it breaks through the limitation of the original goal mode curriculum development theory, and seeks for the curriculum development idea which is more suitable for the needs of microcourse development nowadays, and on the development principle, according to the characteristics of Internet thinking and geography subject in senior high school, On the basis of the original curriculum development principles, this paper puts forward the special principles to be followed in the development of geography microcourses in senior high schools based on Internet thinking-participation principle, data feedback principle, decentralization principle and geographical characteristic principle. It advocates setting clear but non-specific goals, setting the goal of geography micro-class in senior high school as stimulating students' interest in geography learning, restoring geography knowledge situation, promoting the construction of knowledge and cultivating geographical thinking ability. It is advocated that choosing the content which can promote the students' problem solving and thinking cultivation to be close to the student's life from the concrete problems; in the content organization, the author puts forward two basic methods of organizing the micro-lesson; in the microcourse making, We advocate embedding data feedback system on the basis of microcourse video. At the same time, we advocate the specialization of micro-class. Under the premise of the teacher's overall design, the professional production team is responsible for ensuring the fine quality of the micro-lesson and alleviating the difficulty of the teacher's development of the micro-lesson. In the application of micro-lesson, the application scope, application value and application condition of micro-lesson are discussed, and the influence and function of Internet thinking on micro-course evaluation and the evaluation index of micro-lesson are discussed. There are two achievements in this paper: first, on the basis of analyzing the current high school geography education needs and the lack of micro-curriculum development, the paper constructs the concept of micro-curriculum development based on the post-modern curriculum concept. Second, the application of Internet thinking in the field of curriculum development provides new ideas and methods for the design and production of micro-lessons, which can reflect the application value of micro-lessons. On this basis, the application and evaluation of micro-class are discussed, and a new evaluation method based on micro-class and big data is put forward.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.55

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