發(fā)布時(shí)間：2018-01-20 21:27

  本文關(guān)鍵詞： 數(shù)學(xué) 微課 應(yīng)用　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著信息技術(shù)的快速發(fā)展,微博、微電影、微信等“微”產(chǎn)品出現(xiàn)在我們的日常生活中,給我們的生活帶來(lái)了極大方便。然而在教育領(lǐng)域,人們也一直在不斷地探索“微”元素在教育中的應(yīng)用,翻轉(zhuǎn)課堂、微型學(xué)習(xí)、微視頻、微課程、微課等在教育領(lǐng)域都得到了應(yīng)用。由于微課具有視頻長(zhǎng)度短、主題小、設(shè)計(jì)制作精良、學(xué)習(xí)效果好等特點(diǎn),同時(shí)隨著大屏智能手機(jī)、掌上電腦和平板電腦等的普及以及移動(dòng)互聯(lián)網(wǎng)的快速發(fā)展為微課的應(yīng)用提供了物質(zhì)基礎(chǔ)。為了更好的發(fā)揮微課在小學(xué)高年級(jí)數(shù)學(xué)教學(xué)過(guò)程中的價(jià)值,提高學(xué)生的學(xué)習(xí)效果,筆者通過(guò)以下幾個(gè)方面對(duì)小學(xué)高年級(jí)數(shù)學(xué)微課的應(yīng)用進(jìn)行了研究。第一、在廣泛閱讀了國(guó)內(nèi)外有關(guān)微課的期刊、網(wǎng)站、論文、圖書著作等基礎(chǔ)上,分析了微課在我國(guó)教育中的研究背景;根據(jù)國(guó)內(nèi)外關(guān)于微課的研究方法,確定了小學(xué)高年級(jí)數(shù)學(xué)微課的設(shè)計(jì)開發(fā)與應(yīng)用的研究意義、研究?jī)?nèi)容和研究方法。第二、參考了國(guó)內(nèi)外關(guān)于微課慨念的界定與研究微課的理論基礎(chǔ),本文對(duì)微課的慨念進(jìn)行了重新界定并選擇了建構(gòu)主義學(xué)習(xí)理論、非正式學(xué)習(xí)理論、微型學(xué)習(xí)理論作為小學(xué)高年級(jí)數(shù)學(xué)微課的設(shè)計(jì)開發(fā)與應(yīng)用研究的理論依據(jù)。第三、通過(guò)問(wèn)卷調(diào)查的形式對(duì)微課在平南縣安懷鎮(zhèn)中心小學(xué)、新益小學(xué)、旺官小學(xué)、高荔小學(xué)等四所小學(xué)高年級(jí)數(shù)學(xué)中的應(yīng)用情況進(jìn)行調(diào)查,對(duì)微課在具體應(yīng)用過(guò)程中存在的問(wèn)題及原因進(jìn)行分析,從學(xué)生、教師、教學(xué)環(huán)境、課程四個(gè)維度分析了在小學(xué)高年級(jí)數(shù)學(xué)教學(xué)中應(yīng)用微課的可行性。第四、在借鑒前人已有的理論成果的基礎(chǔ)上提出了小學(xué)高年級(jí)數(shù)學(xué)微課的設(shè)計(jì)三個(gè)原則,即微原則、以“學(xué)生為中心”的原則、交互性原則;研究了小學(xué)高年級(jí)數(shù)學(xué)微課設(shè)計(jì)模型,具體包括有微課前期分析設(shè)計(jì)、微課設(shè)計(jì)、微課開發(fā)、微課應(yīng)用、微課評(píng)價(jià)反饋階段。同時(shí)強(qiáng)調(diào)了在微課設(shè)計(jì)過(guò)程中還應(yīng)當(dāng)包括相關(guān)配套的微課資源的設(shè)計(jì),如微課件、微教案、微學(xué)案、微練習(xí)等。將微課的開發(fā)方式分為:攝制式、錄屏式、軟件合成式、混合錄制式并對(duì)每種微課的開發(fā)方式進(jìn)行了簡(jiǎn)單介紹,同時(shí)以平行四邊形的面積為例設(shè)計(jì)了微課。第五、研究了微課的應(yīng)用方式,將應(yīng)用方式分為翻轉(zhuǎn)式應(yīng)用、課前預(yù)習(xí)應(yīng)用、課后復(fù)習(xí)應(yīng)用3種類型,并將每種應(yīng)用方式都在小學(xué)高年級(jí)數(shù)學(xué)中進(jìn)行了應(yīng)用研究。并采用Z檢驗(yàn)法和問(wèn)卷調(diào)查法對(duì)微課在小學(xué)高年級(jí)數(shù)學(xué)中的應(yīng)用效果進(jìn)行了檢驗(yàn)和調(diào)查。同時(shí)對(duì)小學(xué)高年級(jí)數(shù)學(xué)微課的設(shè)計(jì)、開發(fā)與應(yīng)用的改進(jìn)提出了微課要關(guān)注小學(xué)高年級(jí)學(xué)生的特點(diǎn),微課要重“質(zhì)”不重“形式”、微課要以輔助課堂教學(xué)為目的等要求。第六、總結(jié)了本論文的研究結(jié)論和存在的不足。第七、對(duì)本論文的研究前景作出了展望。
[Abstract]:With the rapid development of information technology, Weibo, micro-movies, WeChat and other "micro-products" appear in our daily life, which brings great convenience to our life. However, in the field of education. People have been constantly exploring the application of "micro-" elements in education, such as flipping classroom, micro-learning, micro-video, micro-curriculum, micro-lesson and so on, all of which have been applied in the field of education. The theme is small, the design is excellent, the study effect is good and so on, at the same time along with the big screen smart phone. The popularity of palmtop computers and tablet computers and the rapid development of mobile Internet provide the material basis for the application of micro-lessons. In order to better play the value of micro-lessons in the teaching process of mathematics in primary school. To improve the learning effect of students, the author through the following aspects of the application of mathematics microcourses in primary schools are studied. First, in the extensive reading of the domestic and foreign micro-course journals, websites, papers. On the basis of books and works, this paper analyzes the research background of micro-course in Chinese education. According to the domestic and foreign research methods about micro-lesson, the research significance, research content and research method of the design, development and application of the mathematics micro-lesson in the senior grade of primary school are determined. Referring to the theoretical basis of the definition and research of micro-lesson, this paper redefines the micro-lesson and selects constructivism learning theory and informal learning theory. Micro learning theory is the theoretical basis for the design, development and application of mathematics microcurriculum in senior primary schools. Third, through the form of questionnaire survey, micro-lessons in the central primary school in Anhuai Town, Pingnan County, Xinyi Primary School, Wangguan Primary School. The application of mathematics in the senior grade of four primary schools such as Gali Primary School is investigated, and the problems and reasons in the specific application process of micro-lesson are analyzed, from the students, teachers, teaching environment. The four dimensions of the curriculum analysis of the feasibility of the application of micro-class in mathematics teaching in primary schools. 4th, on the basis of the previous theoretical results, proposed three principles of the design of mathematics micro-lesson in senior primary school. That is, micro-principle, "student-centered" principle, interactive principle; This paper studies the design model of mathematics micro-lesson in the senior grade of primary school, including micro-analysis design, micro-lesson design, micro-lesson development and micro-lesson application. At the same time, it is emphasized that the design of micro-lesson resources should include the design of related micro-lesson resources, such as micro-courseware, micro-teaching plan, micro-learning case. The development methods of microcourse are divided into three types: filming, recording, software synthesis, mixed recording, and the development of each kind of microcourse is introduced briefly. At the same time, taking the area of parallelogram as an example, the microcourse 5th is designed, and the application mode of microcourse is studied. The application mode is divided into three types: flipping application, previewing application before class and review application after class. Every application method is applied in mathematics of senior grade in primary school, and the application effect of micro-class in mathematics in senior grade of primary school is tested and investigated by using Z test and questionnaire survey at the same time. The design of microcourse in senior mathematics. The improvement of development and application puts forward the requirement that micro-class should pay attention to the characteristics of senior students in primary school, pay attention to the "quality" and "not the form" of micro-class, and the purpose of micro-lesson should be to assist classroom teaching. 6th. The conclusions and shortcomings of this paper are summarized. 7th, the prospect of this paper is prospected.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G623.5

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