發(fā)布時間：2018-06-14 09:19

  本文選題：中學(xué)歷史教學(xué) + 微視頻課例　； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：隨著互聯(lián)網(wǎng)技術(shù)的發(fā)展,互聯(lián)網(wǎng)技術(shù)和教育兩大領(lǐng)域的相互滲透與日俱增,以微課程為代表的新型信息化教學(xué)理念和學(xué)習(xí)方式正快速滲透入教育教學(xué)的各個領(lǐng)域。微課程包括在微課程基礎(chǔ)上的產(chǎn)生的慕課與翻轉(zhuǎn)課堂正風(fēng)靡全世界。近幾年教育理論與實踐領(lǐng)域?qū)τ谖⒄n的研究涌現(xiàn)出許多成果,論文與課例數(shù)量明顯上升。目前對于微課的研究主要集中在微課的開發(fā)與應(yīng)用層面。但是作為課程資源核心的微視頻課例(以下都簡稱為“微課”)設(shè)計目前受關(guān)注較少,微課建設(shè)實踐中也存在著“重技術(shù),輕設(shè)計”的現(xiàn)象。但實際上微課的設(shè)計才是最應(yīng)當(dāng)被重視的,微課例設(shè)計是微課程建設(shè)的基礎(chǔ)和關(guān)鍵。大多數(shù)一線教師也認(rèn)為,微課的教學(xué)設(shè)計非常重要,精心的教學(xué)設(shè)計是微課的內(nèi)涵與靈魂。如果微課不能提供先進的學(xué)習(xí)理念,高質(zhì)量的學(xué)習(xí)內(nèi)容,新穎高效的教學(xué)活動,豐富扎實的學(xué)習(xí)資源,技術(shù)就會成為毫無意義的空殼。沒有扎實的課例設(shè)計,微課程的開發(fā)與應(yīng)用也無法收獲預(yù)期的效果,不能更有效地為學(xué)生的學(xué)習(xí)服務(wù)。本研究以微視頻課例設(shè)計為重點,著重將微課與歷史學(xué)科教學(xué)深度結(jié)合。針對目前微課設(shè)計現(xiàn)狀,從優(yōu)秀課例中吸取經(jīng)驗,總結(jié)規(guī)律,從而對歷史微課程建設(shè)與歷史教學(xué)改革發(fā)展產(chǎn)生助益。本研究有助于歷史教學(xué)研究的深化,同時對現(xiàn)代信息技術(shù)與歷史學(xué)科教學(xué)整合產(chǎn)生促進作用。本研究對于幫助一線教師改進微課設(shè)計有一定的現(xiàn)實意義和可操作性。本研究共分為四個部分:第一部分:緒論。主要介紹研究背景、內(nèi)容及意義,研究方法等。第二部分:微視頻課例設(shè)計的國內(nèi)外研究現(xiàn)狀。第三部分:通過對文獻的研讀,對有關(guān)概念進行界定并闡述本研究的理論基礎(chǔ)。第四部分:提出中學(xué)歷史微課設(shè)計的定義,一般步驟與設(shè)計原則。第五部分:分析目前歷史微課設(shè)計存在的誤區(qū)并提出改進建議。對學(xué)生來說,優(yōu)秀的微課設(shè)計能夠提高歷史學(xué)習(xí)的趣味性與有效性,充分挖掘?qū)W生歷史學(xué)習(xí)潛能,激發(fā)學(xué)生學(xué)習(xí)歷史的內(nèi)驅(qū)力:引導(dǎo)學(xué)生掌握學(xué)習(xí)歷史的核心技能與方法。對于教師,微課可以作為一種新的教學(xué)與教研模式來利用,微課設(shè)計有助于提升教師綜合素質(zhì)。本研究希冀為一線教師歷史微課設(shè)計提供參考,也為歷史教師在微課研究領(lǐng)域提供借鑒。
[Abstract]:With the development of Internet technology, the interpenetration of the two fields of Internet technology and education is increasing day by day. The new information teaching ideas and learning methods represented by micro courses are rapidly infiltrating into all fields of education and teaching. In the years of educational theory and practice, many achievements have sprung up for the study of microcourses. The number of papers and lessons has risen obviously. At present, the research on microcourses is mainly focused on the development and application of microcourses. However, the design of micro video courses as the core of the curriculum resources (hereinafter referred to as "microcourses") is less concerned, and the micro class is less. In practice, there is a phenomenon of "heavy technology and light design". But in fact, the design of micro class is the most important thing. The design of micro lesson is the foundation and key of the construction of micro course. Most of the teachers also think that the teaching design of the micro course is very important, and the careful teaching design is the connotation and soul of the micro course. To provide advanced learning ideas, high quality learning content, novel and efficient teaching activities, and rich learning resources, technology will become meaningless empty shell. Without a solid lesson design, the development and application of micro courses can not harvest the expected effect, and can not serve the students more effectively. This study is a micro vision. The design of frequency class is the key point, focusing on the combination of the teaching depth of the micro course and the history subject. In view of the present situation of the micro course design, it is helpful for the development of historical micro curriculum and the reform and development of history teaching by absorbing the experience and summarizing the rules from the excellent lessons. This research is helpful to the deepening of the research of history teaching and the modern information technology and calendar. This research has four parts: the first part: introduction. It mainly introduces the research background, content and significance, research methods, and so on. The second part: the domestic and foreign research status of micro video lesson design. The third part: through the study of the literature, define the relevant concepts and explain the theoretical basis of this study. The fourth part: put forward the definition of the design of the middle school history micro lesson design, the general steps and the design principles. The fifth part: the analysis of the misunderstanding of the present history of micro lesson design and suggestions for improvement. For students, excellent micro lesson design It can improve the interest and effectiveness of history learning, fully excavate the students' history learning potential and stimulate the inner drive of students' Learning History: guiding students to master the core skills and methods of learning history. For teachers, micro lessons can be used as a new mode of teaching and teaching and research, and the design of micro courses helps to improve the comprehensive quality of teachers. This study hopes to provide reference for the history teaching of teachers and provide reference for the history teachers in the field of micro lesson research.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.51

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