建构主义下微视频辅助低年级计算教学的研究

发布时间：2018-08-25 11:39

【摘要】：众所周知,计算是数学的重要组成部分,低年级是学生进行计算学习的启蒙阶段,所以培养低年级学生对计算的兴趣、良好的计算习惯和敏感的计算直觉是低年级数学教学的重中之重。然而,在以往的计算教学中,对学生计算能力的培养总离不开大量机械生硬的重复练习和记忆,虽然取得了一定的成效,但是这种被动的学习方式很容易使学生丧失对数学学习的兴趣,不利于学生的继续发展。随着信息技术的发展和移动终端的普及,微视频作为一种形式新颖的辅助学习手段受到了广大师生的欢迎。它将数学知识蕴含在学生感兴趣的情境中,使学生学习的时间和空间不受限制。除了使用教师制作的微视频,学生也可以将自己对知识的认识和体会制作成微视频分享,更容易引起“听众”的共鸣,使不同水平的学生都能有所收获。本文以建构主义为理论基础,结合教育学、心理学以及数学教学论相关知识,从微视频辅助计算教学的理论和实践两个方面进行了深入的研究。首先,在整理国内外有关微视频和低年级学生计算技能培养研究的基础上,确定了本文的研究内容为微视频辅助低年级计算教学的研究,并对低年级学生计算能力的影响因素和建构主义指导下微视频辅助低年级计算教学的理论价值进行了分析,从而得出可以利用建构主义理论中的观点去指导计算教学微视频的结论。其次,在当前一线教师普遍使用的计算教学模式基础上,发现计算教学中存在的问题,提出了制作微视频时应当遵循的原则和设计方法,并对计算教学课的三种基本课型(新授课、练习课、整理和复习课)的微视频一一进行了案例设计。完成教学实践后,通过对学生进行评价量规、学生成绩的比较对微视频辅助计算教学的的应用效果进行评价。本文共分为六个部分,主要内容如下:第一部分是问题的提出。分别从微视频已然成为一种频繁使用的教学工具、小学低年级是学习计算的关键时期和新课程标准是低年级计算发展方向的指路标这三个方面提出了问题研究的背景及意义,又详细阐述了国内外关于微视频和低年级数学教学的研究现状,并列举了本文的研究思路和研究方法。第二部分是理论分析。主要阐述了影响低年级计算能力的内部和外部因素、建构主义理论和微视频的契合点以及对应用微视频与低年级计算教学的理论价值分析。第三部分是对计算教学微视频进行分课型的优化措施,这是本文的核心部分。通过对计算新授课、练习课、整理和复习课的培养目标的分析,结合教授这三种课时容易出现的问题,总结出了这三种课型的微视频在设计时应遵循的原则和具体设计思路。第四部分是结合上一章的内容给出了计算新授课、练习课、整理和复习课这三种课型的微视频设计案例,其主要内容有教材简析、学情分析和微视频脚本及微视频设计。第五部分是应用效果分析。主要从应用对象、应用内容和方式、应用效果评价三个方面阐述了微视频辅助计算教学的应用效果和合理性。第六部分是研究结论。通过研究,笔者得出以下几点结论:1.设计低年级儿童喜欢的有趣的微视频;2.设计适合本班学生特点的计算微视频;3.选择适当的教学内容编排计算微视频;4.教会低年级儿童怎样使用微视频。
[Abstract]:As we all know, calculation is an important part of mathematics, and the junior grade is the enlightening stage for students to study computations. Therefore, cultivating students'interest in computations, good computational habits and sensitive computational intuition is the top priority of mathematics teaching in junior grade. A lot of mechanical and rigid repetitive exercises and memories are always inseparable, although some achievements have been made, but this passive learning method can easily make students lose interest in mathematics learning, which is not conducive to the continued development of students. With the development of information technology and the popularity of mobile terminals, micro-video as a new form of auxiliary learning. In addition to using micro-videos made by teachers, students can also make their own knowledge and experience into micro-video sharing, which is easier to arouse the resonance of the "audience" and make the difference. Based on the theory of constructivism, combined with the knowledge of pedagogy, psychology and mathematics pedagogy, this paper makes a thorough study on the theory and practice of micro-video-aided computing teaching. Firstly, it sorts out the research on the cultivation of computational skills of micro-video and junior students at home and abroad. On the basis of this, the research content of this paper is determined as the research of micro-video-assisted computational teaching in lower grades, and the influencing factors of the computational ability of lower grades and the theoretical value of micro-video-assisted computational teaching in lower grades under the guidance of constructivism are analyzed, so that it is possible to use the viewpoints of Constructivism Theory to guide the design. Secondly, on the basis of the computational teaching model commonly used by the front-line teachers, the problems in computational teaching are found, the principles and design methods that should be followed in the production of micro-video are put forward, and the micro-video of the three basic types of computational teaching (new lessons, practice lessons, collation and review lessons) is included. This paper is divided into six parts, the main contents are as follows: The first part is the problem. From micro-video has become a frequently used teaching. Tools, elementary school junior grade is the key period of learning computing and new curriculum standards are the direction of the development of junior grade computing these three aspects put forward the research background and significance of the problem, and elaborated on the domestic and foreign research status of micro-video and junior grade mathematics teaching, and enumerated the ideas and research methods of this paper. The second part is the theoretical analysis. It mainly elaborates the internal and external factors that affect the computational ability of the lower grades, the conjunction of constructivism theory and micro-video, and the theoretical value analysis of the application of micro-video and low-grade computational teaching. The third part is the optimization of micro-video in computational teaching, which is the core of this paper. Part IV. Through the analysis of the training objectives of new classes, practice classes, collation and review classes, combined with the problems easy to occur in the three classes, summarizes the principles and specific design ideas that should be followed in the design of these three classes. The fifth part is the application effect analysis. The application effect of micro-video aided computing teaching is expounded from three aspects: application object, application content and method, application effect evaluation. The sixth part is the conclusion of the study. Through the study, the author draws the following conclusions: 1. Designing interesting micro-videos that children in lower grades like; 2. Designing computational micro-videos that suit the characteristics of students in this class; 3. Choosing appropriate teaching content to arrange and calculate micro-videos; 4. Teaching children in lower grades how to use micro-videos.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5;G434

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