本文選題：微課 + 直播課堂　； 參考：《黃岡師范學院》2017年碩士論文

【摘要】：《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》要求全面提高教育質量,基本實現(xiàn)區(qū)域均衡發(fā)展;加快教育信息化進程,區(qū)域資源共建共享、協(xié)同發(fā)展。網絡同步直播課堂是在教育信息化的大背景下產生,給教育資源再分配、均衡發(fā)展和教育公平等問題提供了新的解決途徑。“微課”是指以視頻為主要載體,記錄教師在課堂內外教育教學過程中圍繞某個知識點(重難點或疑點)或教學環(huán)節(jié)而開展的精彩教與學活動全過程。依據認知發(fā)展理論、建構主義理論和活動理論,認為將微課和直播課堂結合,能有效地提高直播課堂的針對性和高效性。本研究首先分析了網絡直播課堂的運用現(xiàn)狀。發(fā)現(xiàn)雖然直播課堂有可能節(jié)省成本送課下鄉(xiāng)、精準進行教育扶貧、提高鄉(xiāng)村教師的學科知識儲備和加強中心校教師協(xié)作教學的優(yōu)點,但是還是存在對教師的導學、助學、督學作用發(fā)揮不足和師生互動缺乏、缺少情感交流、無法針對學生的起點行為進行診斷性教學等問題,提出了將微課應用于日常網絡直播課堂教學中的改革措施。其次結合專用軟件工具,給出了微課制作的方式和制作流程;說明了選擇或制作微課要依據教學目標、教學內容和教學點學生起點知識、認知結構來完成;提出了在課前兩地(中心課堂和遠程課堂)教師需要針對教學點實際情況基于微課的協(xié)同備課;強調了微課用于課堂教學的理論基礎和實踐依據;給出了微課應用于直播課堂方法和步驟,強調要注意協(xié)調主講教師、輔助教師和學生在課堂中所扮演的角色和作用,要注意學生在課堂中的反應及時調整教學安排與進程;為了驗證微課應用于直播課堂的教學效果特選取了小學二年級美術課中“畫影子”一節(jié)內容,制作“影子的產生與類型、如何畫影子”等兩個微課課件和視頻,并在直播課堂的中心學校團風縣實驗小學及其幫扶學校進行微課在網絡直播課堂中應用實踐。最后根據四個學校的學生成績進行統(tǒng)計分析,表明團風實驗小學學生平均成績明顯優(yōu)于幫扶學校學生,分課堂間學生成績無顯著性差異。對參與實驗的師生進行了訪談,了解到分課堂學生由不喜歡美術轉變?yōu)橄矚g,課堂教學效果明顯好于通常的直播課堂,雖然與中心學校面授學生有差距,但差距卻逐漸縮小;師生們普遍反映,該教學模式對直播課堂的推廣起著揚長避短的作用,激發(fā)了學生學習的興趣,降低學習難點,提高教學效果。綜上所述,微課與和直播課堂的結合,將為遠程教學推廣提供了實踐支撐,對我國在義務教育階段實施均衡教育起著促進作用。
[Abstract]:The outline of the national medium- and long-term education reform and development plan 2010-2020 calls for the overall improvement of education quality, the basic realization of balanced development in the region, the acceleration of the process of education information, the sharing of regional resources, and the coordinated development. The network synchronous direct broadcast classroom is produced under the background of educational informatization, which provides a new way to solve the problems such as the redistribution of educational resources, balanced development and educational fairness. "Micro-class" refers to the whole process of teaching and learning activities carried out by teachers in the course of teaching in and out of the classroom, which is mainly carried out with video as the main carrier, and which revolves around a certain knowledge point (emphasis, difficulty or doubt) or teaching link. According to cognitive development theory, constructivism theory and activity theory, it is believed that combining micro-class with live classroom can effectively improve the pertinence and efficiency of live classroom. This study first analyzes the application of webcast classroom. It is found that although direct broadcast classroom may save cost to send classes to the countryside, carry out accurate education and poverty alleviation, improve the subject knowledge reserve of rural teachers and strengthen the advantages of cooperative teaching of teachers in central schools, there are still some advantages in guiding and assisting teachers in their studies. This paper puts forward the reform measures of applying micro-lessons to the daily webcast classroom teaching, such as the deficiency of the function of supervisor, the lack of interaction between teachers and students, the lack of emotional communication, and the inability to carry out diagnostic teaching for students' starting point behavior. Secondly, combined with special software tools, it gives the way and process of making micro-lesson, and explains how to select or make micro-course according to teaching goal, teaching content, students' starting knowledge and cognitive structure. This paper points out that teachers in both places (central class and distance class) need to prepare lessons according to the actual situation of teaching points, and emphasizes the theoretical basis and practical basis of micro-lesson used in classroom teaching. This paper gives the methods and steps of applying micro-lessons to live classroom, emphasizes the importance of coordinating the teachers, assisting the teachers and students in the classroom, and adjusting the teaching arrangement and process in time by the students' reaction in the classroom. In order to verify the teaching effect of microcourse applied in live classroom, we selected the content of "drawing shadow" in the second grade art class of primary school, and made two micro-lesson courseware and video, such as "the generation and type of shadow, how to draw shadow" and so on. And live classroom in the center school of Tuanfeng County Experimental Primary School and its help schools to carry out micro-classes in the webcast classroom application practice. Finally, according to the statistical analysis of students' scores in four schools, it shows that the average scores of students in Tuanfeng Experimental Primary School are obviously better than those in help schools, and there is no significant difference between the students in different classes. Through the interview with the teachers and students involved in the experiment, it is found that the students in each class change from disliking art to liking, and the classroom teaching effect is obviously better than that of the ordinary live classroom. Although there is a gap with the face-to-face students in the central school, the gap is gradually narrowed. Teachers and students generally reflect that this teaching mode plays an important role in popularizing the live classroom, arousing students' interest in learning, reducing learning difficulties and improving teaching effect. To sum up, the combination of micro-class and live classroom will provide practical support for the promotion of distance teaching and promote the implementation of balanced education in compulsory education in our country.
【學位授予單位】：黃岡師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G623.75

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