本文選題：移動學(xué)習(xí)技術(shù) + 化學(xué)教學(xué)論課程　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：生活節(jié)奏的加快對人們提出了越來越高的要求,但傳統(tǒng)的教育在滿足人們學(xué)習(xí)需求方面越來越吃力,在數(shù)字化學(xué)習(xí)、信息技術(shù)等基礎(chǔ)上發(fā)展起來的移動學(xué)習(xí)則很好地解決了該問題。此外,科技的快速發(fā)展使移動學(xué)習(xí)比以往任何時(shí)候都方便強(qiáng)大。本研究在化學(xué)教學(xué)論課程中采用移動學(xué)習(xí)技術(shù),以期探究以下問題:(1)職前化學(xué)教師在學(xué)習(xí)化學(xué)教學(xué)論課程前,PCK現(xiàn)狀如何?(2)職前化學(xué)教師在學(xué)習(xí)過基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程后,PCK現(xiàn)狀又如何?(3)職前化學(xué)教師在經(jīng)過基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程學(xué)習(xí)后,PCK變化如何?(4)基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程對職前化學(xué)教師PCK的發(fā)展影響是怎樣的?本論文由六個(gè)部分組成。第一部分為緒論,闡述問題的提出、研究的意義、內(nèi)容、思路與方法。第二部分為文獻(xiàn)綜述,解讀核心概念“移動學(xué)習(xí)”和“PCK”,分析國內(nèi)外有關(guān)“移動學(xué)習(xí)”和“PCK”的研究現(xiàn)狀。第三部分主要建構(gòu)基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程的教學(xué)模式,在該部分闡述“教學(xué)模式”的概念、建構(gòu)適用于本研究的教學(xué)模式、展示教學(xué)模式應(yīng)用示例。第四部分是對研究對象PCK水平發(fā)展的研究,以化學(xué)教學(xué)論課堂上48名2014級師范生作為職前化學(xué)教師的代表,利用編制的PCK水平評價(jià)框架對他們在開課前與結(jié)課時(shí)的PCK水平進(jìn)行評價(jià),以期得到研究對象PCK水平的發(fā)展情況。第五部分為編制及實(shí)施調(diào)查問卷,本研究調(diào)查問卷的目的是分析基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程對研究對象PCK發(fā)展的影響,并將調(diào)查結(jié)果與研究對象的PCK水平發(fā)展情況進(jìn)行對比分析。第六部分主要論述本研究的結(jié)論、創(chuàng)新點(diǎn)、不足與展望。本論文的研究結(jié)論如下:研究對象關(guān)于化學(xué)教學(xué)目標(biāo)知識的水平得到明顯提高,表現(xiàn)為從照搬課程標(biāo)準(zhǔn)、片面追求形式上的“三維目標(biāo)”發(fā)展為能融合三維目標(biāo)之間的關(guān)系,很好地發(fā)揮教學(xué)目標(biāo)的導(dǎo)向作用;關(guān)于化學(xué)課程知識的水平提升明顯,表現(xiàn)為從不能完全依據(jù)課程標(biāo)準(zhǔn)的要求組織教學(xué)內(nèi)容提升至能依據(jù)課程標(biāo)準(zhǔn)的要求組織教學(xué)內(nèi)容、能合理處理重難點(diǎn);關(guān)于學(xué)生知識中的已有認(rèn)知方面,開始時(shí)研究對象更多的是基于教材進(jìn)程來確定,對學(xué)生的認(rèn)知發(fā)展關(guān)注不夠。結(jié)課時(shí),研究對象即可做到關(guān)注、理解學(xué)生的認(rèn)知發(fā)展;關(guān)于學(xué)生知識中的迷思概念方面,結(jié)課時(shí)研究對象已能知道學(xué)生存在的迷思概念,并可理解學(xué)生部分迷思概念產(chǎn)生的原因;關(guān)于教學(xué)策略知識中的內(nèi)容組織水平提高明顯,結(jié)課時(shí)研究對象設(shè)計(jì)的教學(xué)內(nèi)容順序有邏輯、重難點(diǎn)定位準(zhǔn)確,部分還可設(shè)計(jì)出具有難度梯度的教學(xué)活動;關(guān)于教學(xué)策略知識中的內(nèi)容呈現(xiàn)方面,研究對象一開始需要借助一定的教學(xué)手段對知識進(jìn)行加工來幫助學(xué)生接受新知,結(jié)課時(shí)研究對象在教學(xué)上能由學(xué)生進(jìn)行探究、歸納、總結(jié)得出知識點(diǎn),進(jìn)步明顯;關(guān)于評價(jià)反思知識中的教師方面,研究對象一開始雖能達(dá)到部分目標(biāo)、能做出教學(xué)反思但卻意識不到自己的不足或不能針對不足提出改進(jìn)意見,這些問題在結(jié)課時(shí)研究對象已能解決的很好;在學(xué)生方面的進(jìn)步也比較巨大,經(jīng)過一學(xué)期的學(xué)習(xí)后絕大多數(shù)研究對象能根據(jù)學(xué)生的課堂表現(xiàn)情況做出及時(shí)的調(diào)整,清楚學(xué)生是否掌握了所授知識,并可針對學(xué)生出現(xiàn)的問題提出解決對策;此外,問卷調(diào)查結(jié)果顯示基于移動學(xué)習(xí)技術(shù)的化學(xué)教學(xué)論課程對研究對象PCK的發(fā)展起到了很大的促進(jìn)作用,其中對維度“關(guān)于教學(xué)策略的知識”促進(jìn)作用最大、對維度“關(guān)于評價(jià)反思的知識”促進(jìn)作用次之、對“關(guān)于化學(xué)課程的知識”促進(jìn)作用相對最低。本論文證明了在化學(xué)教學(xué)論課程中使用移動學(xué)習(xí)技術(shù)能促進(jìn)研究對象PCK的發(fā)展,也從側(cè)面反映了移動學(xué)習(xí)技術(shù)有利于職前教師教育課程質(zhì)量的提高。這為使用移動學(xué)習(xí)技術(shù)提高職前教師教育課程質(zhì)量進(jìn)行實(shí)證研究提供了新思路與新方法,也為下一步的教育改革提供一些參考。
[Abstract]:The quickening of the pace of life has put forward more and more demands on people, but the traditional education is becoming more and more difficult to meet the needs of people. Mobile learning, which is based on digital learning and information technology, has solved this problem well. In addition, the rapid development of science and technology makes mobile learning more than ever. This study uses mobile learning technology in the course of chemistry teaching theory to explore the following questions: (1) what is the status of PCK before the pre vocational chemistry teacher is learning the course of chemistry teaching theory? (2) what is the status of the pre service chemistry teacher after learning the course of Chemistry Teaching Based on mobile learning technology? (3) the pre service chemistry teacher is in the course After the chemistry teaching theory course based on mobile learning technology, how does PCK change? (4) what is the influence of chemistry teaching theory course based on mobile learning technology on the development of pre service chemistry teacher PCK? The thesis is composed of six parts. The first part is the introduction, which expounds the significance, content, ideas and methods of the research. The two part is the literature review, which interprets the core concept of "mobile learning" and "PCK", and analyzes the research status of "mobile learning" and "PCK" at home and abroad. The third part mainly constructs the teaching model of chemistry teaching theory based on mobile learning technology, and expounds the concept of "teaching mode" in this part. The construction is suitable for this study. The fourth part is the research on the development of the PCK level of the research object, and 48 students of grade 2014 normal school students as the representative of the pre service chemistry teachers in the class of chemistry teaching theory, and use the PCK level evaluation framework to evaluate their PCK level before and at the end of class. Like the development of PCK level. The fifth part is to compile and implement the questionnaire. The purpose of this research questionnaire is to analyze the influence of the course of chemistry teaching theory based on mobile learning technology on the development of the research object PCK, and to compare the survey results with the development of the PCK level of the research objects. The sixth part mainly discusses the research. The conclusions of the study are as follows: the research conclusions of this thesis are as follows: the level of the object of study on the object of chemistry teaching is obviously improved, which shows the development of the "three-dimensional goal" in the form of copying the curriculum standards and the one-sided pursuit of the relationship between the three dimensions and the guidance of the teaching objectives. With the improvement of the level of knowledge in chemistry, it is obvious that the teaching content can be organized from the requirements of the curriculum standards to the requirements of the curriculum standards, which can reasonably handle the heavy and difficult points. In the knowledge of students, the research object is more based on the course of the textbook. There is not enough attention to the students' cognitive development. In the course of the class, the subjects can be paid attention to and understand the cognitive development of the students. As to the concept of misconceptions in the students' knowledge, the research objects in the class have already been able to know the concept of the students' existence, and understand the causes of the students' concept of partial misconceptions; on the knowledge of teaching strategies. The level of content organization is improved obviously. The teaching contents of the research object design are logical, the difficult position is accurate, and the teaching activities with the difficulty gradient can be designed. On the content presentation of the teaching strategy knowledge, the research object should help the knowledge process to help with certain teaching methods at the beginning. Students accept new knowledge, the object of study in the course of teaching can be explored by students, induction, and summary of knowledge points, progress is obvious. On the evaluation of reflective knowledge of teachers, the research object can achieve some goals at the beginning, can make teaching reflection but not aware of their own shortcomings or not to improve the meaning of improvement. See, these problems can be solved well at the end of class, and the progress of students is very great. After a semester of study, most of the subjects can make a timely adjustment according to the students' classroom performance, understand whether the students have grasped the knowledge, and can solve the problems of the students to solve the problems. In addition, the results of the questionnaire survey show that the course of chemistry teaching theory based on mobile learning technology has played a great role in promoting the development of the research object PCK, which has the greatest role in promoting the knowledge of teaching strategies, the second is the promotion of the dimension "about the knowledge of evaluation and reflection", and the knowledge about the chemistry course. This paper proves that the use of mobile learning technology in the course of chemistry teaching can promote the development of the research object PCK, and also reflects the improvement of the quality of the pre service teacher education curriculum from the side of mobile learning technology. This is to improve the quality of the pre service teacher education course by using mobile learning technology. Evidence research provides new ideas and new methods, and provides some references for the next step of educational reform.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.8;G652

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