現(xiàn)代教育技術(shù)正在教育領(lǐng)域發(fā)揮著越來越大的作用。在現(xiàn)有眾多現(xiàn)代教育技術(shù)之,微課是個蓬勃發(fā)展的新事物。本文是微課在初中英語語法課后復(fù)習(xí)中的一種實驗性運用總結(jié)�；诮�(gòu)主義學(xué)習(xí)理論、自我調(diào)節(jié)學(xué)習(xí)理論、情境教學(xué)法、艾賓浩斯遺忘規(guī)律理論和經(jīng)驗之塔理論,筆者在福州市第十九中學(xué)的兩個平行班做了一次實證研究,旨在:1)探索微課是否能提高初中學(xué)生在課后復(fù)習(xí)英語語法的興趣;2)探索微課是否能提高初中學(xué)生在課后復(fù)習(xí)英語語法的效率;3)探索微課是否能提高初中學(xué)生的英語語法水平。本實驗包括相關(guān)文獻梳理、問卷調(diào)查和系列采訪,從中得出以下兩大發(fā)現(xiàn):1)在實驗中,微課確實在實驗班學(xué)生的英語語法課后復(fù)習(xí)中發(fā)揮了積極作用,微課確實能提高初中學(xué)生的英語語法水平。同時,微課也提高了初中學(xué)生在課后復(fù)習(xí)英語語法的興趣和效率;2)在設(shè)計和制作微課時,需要遵守一定原則。首先,微課的內(nèi)容應(yīng)該清晰有條理。其次,同系列的微課與微課之間應(yīng)該相互獨立又相互聯(lián)系。然后,微課應(yīng)該注重情境化,并與學(xué)生的實際生活相聯(lián)系。再者,每一微課時長應(yīng)保證效率為先。同時,微課還應(yīng)該生動有趣、引人入勝、言簡意賅。最后,假如遇到較難的語法規(guī)則,微課可以講解得稍微詳細... 

【文章來源】：福建師范大學(xué)福建省

【文章頁數(shù)】：83 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes and Research Significance
    1.3 Structure of This Thesis
Chapter Two Literature Review
    2.1 Studies at Home and Abroad
        2.1.1 Microlectures
        2.1.2 Significance of English Grammar Learning
        2.1.3 Methods to Review English Grammar
        2.1.4 Application of Microlectures to After-class English Grammar Review forJunior High School Students
    2.2 Theoretical Basis
        2.2.1 Constructivist Learning Theory
        2.2.2 Situational Approach
        2.2.3 Cone of Experience
        2.2.4 Ebbinghaus Forgetting Curve
        2.2.5 Self-regulated Learning Theory
Chapter Three Microlectures in the Present Thesis
    3.1 Introducing the Microlectures
    3.2 Design Principles
    3.3 Producing Procedures
    3.4 Application Method
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Experiment
        4.3.3 Interviews
    4.4 Research Procedures
    4.5 Research Data Collection
Chapter Five Results and Discussion
    5.1 The Analysis of the Students Before the Experiment
        5.1.1 Questionnaire One
        5.1.2 Pre-experiment English Grammar Test
    5.2 The Analysis of the Effectiveness of the Application
        5.2.1 Mid-experiment English Grammar Test
        5.2.2 First Interview with the Students
        5.2.3 Post-experiment English Grammar Test
        5.2.4 Questionnaire Two
        5.2.5 Second Interview with the Students
        5.2.6 Interview with the English Teacher
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Implications on Microlectures
        6.2.2 Implications on Applying Microlectures
    6.3 Limitations and Suggestions for Future Researches
References
Acknowledgements
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