本文選題：微課 + 微課資源��； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：近年來,隨著信息技術(shù)的發(fā)展教育領(lǐng)域也發(fā)生著翻天覆地的變化,學(xué)習(xí)不僅發(fā)生在課堂內(nèi),更體現(xiàn)在學(xué)校外。技術(shù)的更新造就了學(xué)習(xí)資源和教學(xué)模式的層出不窮:從翻轉(zhuǎn)課堂到混合式學(xué)習(xí),再到MOOC、微課,無一不體現(xiàn)著技術(shù)的發(fā)展。教育信息化的大背景,激勵(lì)著教育工作者的研究熱情,他們希望通過技術(shù)來提升自己,從而方便學(xué)生學(xué)習(xí)。其次移動(dòng)學(xué)習(xí)的推廣對(duì)學(xué)習(xí)資源的形式也提出了要求,學(xué)習(xí)資源不僅僅局限在臺(tái)式電腦和筆記本電腦,更多的是能夠在移動(dòng)終端方便的獲取。微課學(xué)習(xí)資源正是迎合了學(xué)習(xí)者以及教育工作者的需要,它既方便教育工作者的操作,又方便了學(xué)習(xí)者能夠隨時(shí)隨地進(jìn)行個(gè)性化學(xué)習(xí)。但是作為一種新型的學(xué)習(xí)資源,還有許多尚待解決的問題,需做深入研究。本課題是以微課在中小學(xué)課堂的廣泛應(yīng)用為研究背景,從微課資源的設(shè)計(jì)與應(yīng)用角度出發(fā),重點(diǎn)研究兩個(gè)問題:微課的教學(xué)交互設(shè)計(jì)和微課應(yīng)用在中小學(xué)教學(xué)過程中的教學(xué)交互設(shè)計(jì),通過文獻(xiàn)分析法綜述了有關(guān)微課的基礎(chǔ)知識(shí)及研究現(xiàn)狀,同時(shí)基于ADDIE模型,提出了微課及微課在學(xué)校教學(xué)過程中的教學(xué)交互設(shè)計(jì)的基本原則,包括總體性原則、微課教學(xué)交互設(shè)計(jì)原則、微課在學(xué)校教學(xué)過程中的交互原則;選取小學(xué)四年級(jí)學(xué)生為教學(xué)對(duì)象,四年級(jí)科學(xué)為授課內(nèi)容,采用比較常用的微課制作工具和交互性較強(qiáng)的課程開發(fā)工具作為技術(shù)支持,開發(fā)了以教學(xué)交互為重點(diǎn)的微課資源,設(shè)計(jì)了以教學(xué)交互為重點(diǎn)的教學(xué)過程;采取行動(dòng)研究法和實(shí)驗(yàn)研究法,以小學(xué)四年級(jí)科學(xué)課程為教學(xué)內(nèi)容,隨機(jī)選取了昆明市官渡區(qū)星耀天成學(xué)校四年級(jí)的兩個(gè)班級(jí),分別作為實(shí)驗(yàn)班和對(duì)照班,進(jìn)行實(shí)驗(yàn)研究;最后通過問卷調(diào)查、量表(改編自我國臺(tái)灣學(xué)者龍麟如1997年編制的“對(duì)科學(xué)的態(tài)度量表”)和訪談法對(duì)微課教學(xué)交互設(shè)計(jì)效果及應(yīng)用效果進(jìn)行評(píng)估,從最直觀的數(shù)據(jù)中發(fā)現(xiàn)實(shí)驗(yàn)班在科學(xué)價(jià)值和科學(xué)學(xué)習(xí)兩個(gè)維度上發(fā)生了顯著變化。
[Abstract]:In recent years, with the development of information technology in the field of education has also undergone earth-shaking changes, learning not only in the classroom, but also reflected in the school. The renewal of technology brings up the endless emergence of learning resources and teaching models: from flipping classroom to mixed learning, then to MOOC, micro-lessons, all reflect the development of technology. The background of educational informatization inspires the enthusiasm of educators, who hope to improve themselves through technology, so as to facilitate students to learn. Secondly, the promotion of mobile learning also requires the form of learning resources, learning resources are not only limited to desktop computers and laptops, but also can be easily obtained in mobile terminals. Micro-learning resources cater to the needs of learners and educators. It is not only convenient for educators to operate, but also convenient for learners to carry out personalized learning at any time and anywhere. However, as a new learning resource, there are still many problems to be solved. This subject is based on the extensive application of micro-lessons in primary and secondary schools, from the perspective of the design and application of micro-lesson resources. This paper focuses on two problems: teaching interaction design of micro-lesson and teaching interaction design of micro-course application in primary and secondary schools. The basic knowledge and current research situation of micro-lesson are summarized by literature analysis, and based on ADDIE model, the basic knowledge of micro-course and its research status are summarized in this paper. This paper puts forward the basic principles of teaching interaction design of micro-lesson and micro-lesson in the process of school teaching, including the principle of totality, the principle of interaction design of micro-lesson teaching, and the principle of interaction of micro-lesson in the process of school teaching. Taking the fourth grade students as the teaching object, the science of the fourth grade as the teaching content, and adopting the commonly used microcourse making tools and the interactive curriculum development tools as the technical support, the micro-lesson resources with the emphasis on teaching interaction are developed. This paper designs the teaching process with emphasis on teaching interaction, adopts the action research method and experimental research method, takes the science course of grade four as the teaching content, and randomly selects two classes in grade 4 of Xingyao Tiancheng School in Guandu District, Kunming City. As the experimental class and the control class, respectively, the experimental study was carried out. The scale (adapted from "attitude to Science" developed by long Lin-ru in 1997) and interview method were used to evaluate the effect of interactive design and application of micro-class teaching. From the most intuitionistic data, it is found that the experimental class has a significant change in the two dimensions of scientific value and scientific learning.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G623.6

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