本文選題：混合學(xué)習(xí) + 微課　； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：隨著個(gè)性化網(wǎng)絡(luò)學(xué)習(xí)蓬勃發(fā)展,移動(dòng)學(xué)習(xí)熱度勢(shì)不可擋,混合學(xué)習(xí)作為一種在線學(xué)習(xí)與面對(duì)面課堂學(xué)習(xí)有機(jī)結(jié)合的學(xué)習(xí)方式越來越被大眾所接受與推廣。微課則以一種數(shù)字化學(xué)習(xí)資源的形式存在,由于其渠道的多元化而受到關(guān)注。目前,拉丁舞培訓(xùn)機(jī)構(gòu)與日俱增,既有優(yōu)勢(shì)也有弊端。設(shè)施的不完善和落后的教學(xué)方式制約著它的發(fā)展。本文旨在分析微課與拉丁舞教學(xué)的基本情況,以揭示微課設(shè)計(jì)與應(yīng)用之間的關(guān)系,在基于混合學(xué)習(xí)理論下加強(qiáng)微課教學(xué)與少兒拉丁舞教學(xué)間的對(duì)話。本研究以混合學(xué)習(xí)與微課為出發(fā)點(diǎn),縱觀國(guó)內(nèi)外的發(fā)展情況,結(jié)合少兒拉丁舞的教學(xué)特點(diǎn),設(shè)計(jì)微課視頻教學(xué)的實(shí)驗(yàn)內(nèi)容、方法及研究程序。以文獻(xiàn)資料法、問卷調(diào)查法、教學(xué)實(shí)驗(yàn)法、邏輯分析法、數(shù)理統(tǒng)計(jì)法等方法,以廣州浩之銘藝術(shù)培訓(xùn)學(xué)校兩個(gè)新生班學(xué)生為實(shí)驗(yàn)對(duì)象,以少兒拉丁舞教學(xué)中的一般網(wǎng)絡(luò)視頻教學(xué)和微課視頻教學(xué)做對(duì)比,多角度進(jìn)行分析。得出如下主要結(jié)論:(1)教師提前安排和系統(tǒng)的規(guī)劃教學(xué)內(nèi)容并進(jìn)行微課程的教學(xué)視頻制作,以此對(duì)教學(xué)進(jìn)行完整的設(shè)計(jì),實(shí)現(xiàn)面對(duì)面教學(xué)和網(wǎng)絡(luò)視頻教學(xué)的有機(jī)結(jié)合。(2)拉丁舞微課視頻制作中通過引入少兒動(dòng)作展示,以及配備的卡通圖片情境,多顏色文字,聲音等使視頻更加生動(dòng)形象,深受學(xué)習(xí)者喜愛的同時(shí)更加激發(fā)了學(xué)習(xí)者的學(xué)習(xí)興趣。(3)拉丁舞微課教學(xué)建設(shè)水平不高,絕大多數(shù)的教師無法獨(dú)立的制作微課視頻。同時(shí),缺乏有效的評(píng)價(jià)機(jī)制,局限了微課在少兒拉丁舞教學(xué)中的運(yùn)用。(4)拉丁舞微課視頻教學(xué)與一般網(wǎng)絡(luò)視頻教學(xué)相比,相對(duì)于冗長(zhǎng)的一般網(wǎng)絡(luò)視頻教學(xué)學(xué)習(xí)者更加青睞于精簡(jiǎn)且具有針對(duì)性的微課視頻教學(xué)。(5)微課的設(shè)計(jì)與應(yīng)用能有效地激發(fā)了學(xué)生學(xué)習(xí)拉丁舞的積極性和興趣。與此同時(shí),通過微課學(xué)習(xí)培養(yǎng)了學(xué)生思考與實(shí)踐的能力,提升學(xué)生的學(xué)習(xí)參與感,從而更大幅度的提高少兒拉丁舞教學(xué)質(zhì)量與教學(xué)效果。
[Abstract]:With the rapid development of personalized network learning and the irresistible heat of mobile learning, mixed learning, as an organic combination of online learning and face-to-face classroom learning, is increasingly accepted and popularized by the masses. Micro classes are in the form of a digital learning resource and are concerned about the diversification of their channels. The development of Latin dance training institutions is increasing, with both advantages and disadvantages. The imperfect and backward teaching methods restrict its development. This paper aims to analyze the basic situation of the teaching of micro and Latin dance, in order to reveal the relationship between the design and application of the micro class, and to strengthen the teaching of micro class and the Latin dance teaching of children under the theory of mixed learning. In this study, this study takes mixed learning and micro lessons as the starting point, looks at the development at home and abroad, and combines the teaching characteristics of children's Latin dance, designs the experimental contents, methods and research procedures of the micro lesson video teaching, with the methods of literature, questionnaire, teaching experiment, logic analysis, mathematical statistics and so on, in the case of Guangzhou Hao The two freshmen of Ming art training school are the experimental subjects, and the comparison of the general network video teaching and micro video teaching in children's Latin dance teaching is compared and analyzed in many angles. The following main conclusions are drawn as follows: (1) teachers' advance arrangement and systematic planning of teaching content and teaching video production of micro courses are made to teach Complete design, realizing the organic combination of face-to-face teaching and network video teaching. (2) in the video production of Latin dance micro courses, the video is more vivid by introducing children's action display, as well as cartoon picture situations, multi color characters, sound and so on, which are deeply loved by the learners and arouse the learning interest of the learners. 3) the teaching construction level of Latin dance micro lesson is not high, the overwhelming majority of teachers are unable to produce micro class video independently. At the same time, the lack of effective evaluation mechanism, limited the application of micro class in the teaching of children Latin dance. (4) compared with the general network video teaching, the video teaching of the Latin dance micro lesson is compared with the general network video teaching, and it is relative to the lengthy general network video teaching learners. (5) the design and application of micro lessons can effectively stimulate students' enthusiasm and interest in learning Latin dance. At the same time, the students' ability to think and practice is trained by the micro course, and the students' learning participation is promoted and the Latin dance teaching of children is greatly improved. The quality of learning and the effect of teaching.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;J722.8-4

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本文編號(hào)：2023203