本文關(guān)鍵詞： 微課 高中文言文教學(xué) 運用　出處：《揚州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：微課是“互聯(lián)網(wǎng)+教育”時代的產(chǎn)物,現(xiàn)代信息技術(shù)走進語文課堂,改變了枯燥乏味的傳統(tǒng)語文教學(xué),增加了語文課堂的活力,激發(fā)了師生教與學(xué)的樂趣,提高了語文教學(xué)的質(zhì)量與效果。新興的微課教學(xué)方式讓學(xué)生成為學(xué)習(xí)的主人,充分發(fā)揮學(xué)生的自主性、能動性、實踐性,讓學(xué)生學(xué)會對自己的學(xué)習(xí)負責(zé)。本研究尋求微課與我國新課程改革下文言文教學(xué)改革的切合點,從應(yīng)然的角度探究微課模式下的文言文教學(xué),以期在研究微課與文言文教學(xué)相結(jié)合的過程中能夠?qū)で蟾鼮楦咝У奈难晕慕虒W(xué)形態(tài)。通過微課視角來研究文言文教學(xué),不僅有利于深化文言文教學(xué)改革,對促進語文教師專業(yè)發(fā)展以及對深入探討學(xué)生創(chuàng)新思維能力的發(fā)展具有積極作用。通過文獻研究法、訪談?wù){(diào)查法、案例分析法等研究方法從理論到實踐為研究的開展打下堅實的基礎(chǔ),在前人的研究基礎(chǔ)上加以借鑒并創(chuàng)新,力求理論與實踐緊密結(jié)合,二者互為表里。本文提出了微課在高中文言文教學(xué)中運用的新觀點,開發(fā)了高中文言文微課教學(xué)設(shè)計的模板及實例。全文分為引言、正文和結(jié)語三個部分,其中正文分四章展開論述。引言主要論述微課在高中文言文教學(xué)中運用的研究緣起與研究價值,并且對目前國內(nèi)外的相關(guān)研究成果進行綜述并提出問題與展望,明確本研究的研究思路、研究方法并提出本研究的創(chuàng)新之處。第一章概述微課在高中文言文教學(xué)中的運用。明確微課的涵義,厘清與微課相關(guān)的概念�？偨Y(jié)微課的特征:短小精悍、形象直觀、移動學(xué)習(xí)、資源共享。發(fā)現(xiàn)微課模式下文言文教學(xué)的理論基礎(chǔ):建構(gòu)主義學(xué)習(xí)理論、微型學(xué)習(xí)理論、雙重編碼理論。提出微課在高中文言文教學(xué)中運用的意義:一方面對教師的意義,可以提高文言文教學(xué)質(zhì)量、促進教師專業(yè)發(fā)展;另一方面對學(xué)生的意義,可以激發(fā)學(xué)生學(xué)習(xí)文言文的興趣和熱情、培養(yǎng)學(xué)生學(xué)習(xí)文言文的自主、合作、探究的能力。第二章論述高中文言文教學(xué)中的微課制作。首先,介紹微課的錄制可以按技術(shù)和內(nèi)容分為兩類;其次,從技術(shù)層面介紹一些常見的微課錄制方式有:課堂實錄式、實地拍攝式、綠幕摳屏式、計算機錄屏式、畫中畫式、可汗學(xué)院式等;然后,用“一二三三”法則介紹制作優(yōu)秀微課的步驟,即一個中心點(以學(xué)生為中心)、兩個原則(簡單有趣、可信有用)、三個關(guān)鍵點(選題、教學(xué)策略、表現(xiàn)手法)、三個步驟(確定微課選題、設(shè)計教學(xué)過程、錄制微課視頻);最后,介紹制作微課應(yīng)注意的事項:內(nèi)容的邏輯性、形式的動態(tài)性、技術(shù)的規(guī)范性、情感的親近性。第三章論述微課在高中文言文教學(xué)中運用的原則和策略。微課在高中文言文教學(xué)中運用的三大原則:第一,以學(xué)生為主體;第二,趣味性與知識性相結(jié)合;第三,開放性與交互性相結(jié)合。微課在高中文言文教學(xué)中運用的三大策略:第一,回歸教學(xué)本質(zhì),避免教學(xué)功利化;第二,更換角色定位,促進師生間對話;第三,提高信息素養(yǎng),教學(xué)技術(shù)協(xié)同發(fā)展。第四章論述微課在高中文言文教學(xué)中運用的方法與時機。教師在完成微課制作后,微課在文言文教學(xué)中的運用方法是:發(fā)布微課視頻和學(xué)生體驗反饋。教師結(jié)合文言文自身的文本特點和教學(xué)特點,探索發(fā)現(xiàn)在文言文教學(xué)中運用微課的時機,可以在文言文教學(xué)創(chuàng)設(shè)情境時、誦讀體驗時和教學(xué)重難點時制作帶有文言文氣息的微課,并設(shè)計相關(guān)的微課教學(xué)設(shè)計。結(jié)語中進一步明確微課在高中文言文教學(xué)中運用的目的所在,分析在研究的過程中遇到的一些問題以及研究的不足之處,明確今后努力的方向。
[Abstract]:Micro class is a product of "Internet plus education" era, the modern information technology into Chinese class, has changed the traditional Chinese teaching is boring, increase classroom vitality, stimulate teachers and students in teaching and learning fun, improve the quality and effect of Chinese teaching. The micro teaching mode of new learning to enable students to become master, give full play to students' autonomy, initiative, practice, let students learn to take responsibility for their own learning. This study sought to meet the teaching reform of classical Chinese micro class and the new curriculum reform in China, research from the perspective of classical Chinese teaching micro class mode, through the combination of micro with the course of classical Chinese teaching in the research to seek more efficient forms of classical Chinese teaching. Through the course of micro perspective to study the classical Chinese teaching, not only conducive to the deepening of the reform in classical Chinese language, to promote the professional development of Teachers Has a positive effect on the development of students' thinking ability and innovation in depth. Through literature research, interviews, case analysis and other research methods from theory to practice for the research development and lay a solid foundation to learn and innovate on the basis of previous studies, tries to combine the theory and practice, the two together this paper presents a new point of view. Using the micro lesson in classical Chinese teaching in senior high school, the development of the high school Chinese micro teaching design templates and examples. The paper is divided into three parts of introduction, text and conclusion, the text is divided into four chapters. The introduction mainly discusses the research origin and research of micro teaching in classical Chinese the value of teaching in senior high school, and the current domestic and foreign related research results are summarized and put forward the problems and prospects, clear research ideas of this research, research methods and put forward the research innovation The new place. The first chapter outlines the micro lesson in classical Chinese teaching in senior high school. A clear micro lesson meaning, clarify and micro class related concepts. Summarizing the characteristics of micro courses: short and pithy, vivid, mobile learning, resource sharing. It is found that micro class mode of classical Chinese Teaching: the theoretical basis of constructivism learning the theory of micro learning theory, double encoding theory. The proposed micro teaching in classical Chinese teaching in Senior High School: on the one hand, the significance of teachers, can improve the quality of teaching classical, to promote teachers' professional development; on the other hand, the significance of the students, can stimulate students' interest in classical learning and cultivate students' learning enthusiasm. The independent, cooperative and inquiry ability. The second chapter discusses the fabrication of micro lesson of classical Chinese teaching in senior high school. First, the micro class can be recorded by technology and the content is divided into two categories; secondly, some from the technical level Micro class common recording mode: classroom observation, field shooting, green screen pull screen, computer screen recording, Pip, khanacademy type; then, introduces the steps of making excellent micro class with the "1233" rule, which is a central point (student-centered), two the principle of (simple and interesting, useful and credible) three key points (topic, teaching strategies, methods, steps (three) to determine the micro class topic, design the teaching process, micro lesson video recording); finally, the matters should be paid attention to the fabrication of micro lesson content: logic, dynamic form. Normative technology, intimate feelings. The principle and strategy of micro teaching in classical Chinese teaching in senior high school. The third chapter discusses the three principles of applying micro class in classical Chinese teaching in Senior High School: first, take the student as the main body; second, interest and knowledge of the combination; third, openness and interactivity combined. The application of three strategies of micro lesson in classical Chinese teaching in high school: first, return to the essence of teaching, teaching to avoid the utilitarian; second, replacing the role, to promote dialogue between teachers and students; third, improve the information literacy of teaching technology, collaborative development. The fourth chapter discusses the micro class words and timing of the use of the method in the teaching in high Chinese at the completion of the micro lesson teachers in the making, using the method of micro lesson in classical Chinese teaching is: release micro lesson video feedback. Teachers and students to experience the combination of text features and teaching features of classical Chinese self discovery, using the timing of micro lesson in classical Chinese teaching, in classical Chinese teaching situation. Reading experience and teaching difficulties when making a micro class classical flavor, and design of micro teaching design. The conclusion to further clarify the micro teaching in classical Chinese teaching in senior high school in, in research and analysis Some of the problems encountered in the process, as well as the shortcomings of the research, make clear the direction of future efforts.

【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.3
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本文編號：1504509