本文選題：微課 + 小學(xué)信息技術(shù)��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)和網(wǎng)絡(luò)技術(shù)的發(fā)展,我們已經(jīng)開啟了“微時(shí)代”,生活中處處都布滿了“微”的事物。微課就是“微時(shí)代”的產(chǎn)物,它幫助學(xué)生學(xué)習(xí)知識(shí)、輔助教師進(jìn)行教學(xué),改變著學(xué)生的學(xué)習(xí)方式和教師的教學(xué)方式。目前,信息技術(shù)課是小學(xué)階段必修的課程之一,而技能課是信息技術(shù)課四種課型之一,它主要是強(qiáng)調(diào)學(xué)生的技能訓(xùn)練,而微課這種新型的學(xué)習(xí)資源恰好符合技能課所強(qiáng)調(diào)的技能訓(xùn)練,微課是針對(duì)一個(gè)知識(shí)點(diǎn)而進(jìn)行設(shè)計(jì)的視頻資源,反復(fù)觀看微課視頻資源即達(dá)到了技能訓(xùn)練的目的,但目前小學(xué)信息技術(shù)技能課教學(xué)中教師很少利用微課資源進(jìn)行教學(xué),因?yàn)楹玫奈⒄n資源開發(fā)需要大量時(shí)間,偶爾使用于教學(xué)的微課也都是教師從互聯(lián)網(wǎng)上下載的或者是對(duì)技能操作進(jìn)行錄屏,這樣的微課與課本前后知識(shí)是脫節(jié)的;教師在同一節(jié)課使用多個(gè)微課進(jìn)行教學(xué)時(shí),微課之間是毫無聯(lián)系的。加之多數(shù)微課缺乏趣味,枯燥乏味,與學(xué)生缺少互動(dòng),這就導(dǎo)致學(xué)生學(xué)得無趣,教師只注重技能的傳授,而忽略學(xué)生自主學(xué)習(xí)能力的培養(yǎng)。因此,筆者嘗試從微課的設(shè)計(jì)與開發(fā)這樣一個(gè)點(diǎn)出發(fā),利用微課來解決小學(xué)信息技術(shù)技能課上出現(xiàn)的問題。首先,筆者通過查找相關(guān)文獻(xiàn),并進(jìn)行文獻(xiàn)的梳理,了解微課在小學(xué)信息技術(shù)技能課中應(yīng)用研究的研究現(xiàn)狀,弄清楚相關(guān)概念和理論,接著,筆者對(duì)小學(xué)信息技術(shù)技能課上學(xué)生的學(xué)習(xí)基本情況、技能課上微課使用情況等進(jìn)行了現(xiàn)狀調(diào)查,并對(duì)一線教師進(jìn)行訪談,從而達(dá)到了解微課在小學(xué)信息技術(shù)技能課中的應(yīng)用現(xiàn)狀的目的,找到目前小學(xué)信息技術(shù)技能課上出現(xiàn)的問題。針對(duì)目前小學(xué)信息技術(shù)技能課在教學(xué)中出現(xiàn)的問題,結(jié)合前人研究成果和小學(xué)信息技術(shù)技能課的特點(diǎn),有針對(duì)性地以目前比較成熟的微課設(shè)計(jì)模型作為參考和依據(jù)提出小學(xué)信息技術(shù)微課的開發(fā)與設(shè)計(jì)策略,進(jìn)行小學(xué)信息技術(shù)技能課微課設(shè)計(jì)與開發(fā)流程的設(shè)計(jì),幫助教師高效地開發(fā)出適用于信息技術(shù)技能課的微課。最后,筆者開發(fā)出小學(xué)信息技術(shù)技能課微課,將微課應(yīng)用于教學(xué),促進(jìn)小學(xué)信息技術(shù)技能課教學(xué)方式的多樣化,提升小學(xué)信息技術(shù)技能課教學(xué)的質(zhì)量,采用教學(xué)實(shí)驗(yàn)法對(duì)設(shè)計(jì)出的小學(xué)信息技術(shù)技能課微課應(yīng)用效果進(jìn)行研究,為一線小學(xué)信息技術(shù)教師和研究者提供參考;通過后測(cè)學(xué)生調(diào)查、一線教師對(duì)微課應(yīng)用效果的評(píng)價(jià)以及實(shí)驗(yàn)結(jié)果來驗(yàn)證基于微課的小學(xué)信息技術(shù)技能課教學(xué)對(duì)學(xué)生的學(xué)習(xí)成績、學(xué)習(xí)興趣、自主學(xué)習(xí)能力等都有所提升。
[Abstract]:With the development of information technology and network technology, we have opened the "micro-era", life is full of "micro-" things. Micro-class is the product of "micro-age", it helps students to learn knowledge, assists teachers in teaching, and changes students' learning methods and teachers' teaching methods. At present, the information technology course is one of the compulsory courses in primary school, while the skill course is one of the four kinds of information technology courses. It mainly emphasizes the skill training of the students. The new learning resource of micro-class is just in line with the skill training emphasized in the skill class. The micro-lesson is a video resource designed for a knowledge point. Watching the micro-lesson video resource repeatedly can achieve the purpose of skill training. However, at present, teachers seldom use micro-course resources in the teaching of IT skills in primary schools, because the development of good micro-lesson resources takes a lot of time. The occasional micro-lessons used in teaching are also downloaded by teachers from the Internet or recorded on the screen of skill manipulation, which is out of touch with the knowledge before and after the textbook; when teachers use more than one micro-lesson in the same class to teach, There is no connection between micro lessons. In addition, most micro-classes lack interest, boredom, and lack of interaction with students, which leads to students learning boring, teachers only pay attention to the teaching of skills, but ignore the cultivation of students' autonomous learning ability. Therefore, the author tries to solve the problem of information technology skills in primary school by using micro-lesson from the point of design and development of micro-class. First of all, by looking up the relevant literature and combing the literature, I understand the current situation of the research on the application of micro-lessons in the elementary school information technology skills class, find out the relevant concepts and theories, and then, The author makes an investigation on the basic situation of the students' learning in the information technology class and the use of the micro-class in the skill class, and interviews with the front-line teachers. In order to understand the current situation of the application of micro-lessons in the elementary school information technology skills class, to find out the current problems in the primary school information technology skills class. In view of the problems existing in the teaching of IT skills in primary schools at present, combined with the previous research results and the characteristics of IT skills in primary schools, Taking the current mature microcourse design model as the reference and based on which the development and design strategy of IT microcourse in primary school is put forward, the design and development process of micro-lesson of IT skills in primary school is designed. To help teachers efficiently develop micro-courses suitable for IT skills. Finally, the author develops the micro course of information technology skill course in primary school, applies it to teaching, promotes the diversification of teaching mode of information technology skill course in primary school, and improves the teaching quality of information technology skill course in primary school. In order to provide reference for primary school information technology teachers and researchers, the teaching experiment method is used to study the application effect of micro course of information technology skill course in primary school. The first line teachers' evaluation of the application effect of micro-lessons and the results of experiments to verify that the teaching of IT skills in primary schools based on micro-lessons has improved the students' learning achievement, interest and autonomous learning ability.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.58;G434

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本文編號(hào)：1796863