中學(xué)物理實(shí)驗(yàn)視頻資源設(shè)計(jì)、開(kāi)發(fā)與應(yīng)用
發(fā)布時(shí)間：2018-07-13 14:02
【摘要】：隨著計(jì)算機(jī)、網(wǎng)絡(luò)和手機(jī)的發(fā)展,通過(guò)視頻這種視覺(jué)方式去接收信息,獲取知識(shí),消遣娛樂(lè)已經(jīng)成為人們的一種新型的生活方式。同時(shí)伴隨教育信息化的推進(jìn),視頻資源開(kāi)始廣泛應(yīng)用于教育教學(xué)中,學(xué)生和教師對(duì)視頻資源的需求越來(lái)越大。教學(xué)視頻資源是一種重要現(xiàn)代化的課程資源,隨著教育改革的推進(jìn),教學(xué)視頻資源的開(kāi)發(fā)變得日益重要。 本論文是在視覺(jué)文化和教育信息化的背景下,以視聽(tīng)教育理論、建構(gòu)主義理論、心理學(xué)理論為指導(dǎo),對(duì)中學(xué)物理實(shí)驗(yàn)視頻資源的設(shè)計(jì)、開(kāi)發(fā)與應(yīng)用進(jìn)行了初步的系統(tǒng)的研究。主要是說(shuō)明了現(xiàn)行物理實(shí)驗(yàn)視頻資源存在的問(wèn)題；對(duì)中學(xué)物理實(shí)驗(yàn)視頻資源的內(nèi)涵進(jìn)行界定；在借鑒電視教材基礎(chǔ)下,分析了物理實(shí)驗(yàn)視頻設(shè)計(jì)的一般過(guò)程,同時(shí)筆者梳理、總結(jié)教學(xué)視頻設(shè)計(jì)的基本理論和物理實(shí)驗(yàn)的特點(diǎn)后,提出物理實(shí)驗(yàn)視頻資源設(shè)計(jì)原則；根據(jù)物理實(shí)驗(yàn)的特點(diǎn)和作用,設(shè)計(jì)了物理實(shí)驗(yàn)視頻的類型；從教師常用的獲取教學(xué)視頻資源的手段出發(fā),提出了教師自助拍攝制作視頻、網(wǎng)絡(luò)搜索下載視頻、從中學(xué)物理教學(xué)資源庫(kù)獲取視頻等三種物理實(shí)驗(yàn)視頻的開(kāi)發(fā)模式,并初步的系統(tǒng)的探索了開(kāi)發(fā)這三種視頻模式的方法,并對(duì)這三種不同開(kāi)發(fā)模式的特點(diǎn)和優(yōu)缺點(diǎn)進(jìn)行分析比較。最后,在物理實(shí)驗(yàn)視頻資源的課堂教學(xué)的應(yīng)用環(huán)節(jié)中,從以下方面進(jìn)行探索：(1)結(jié)合教學(xué)案例,側(cè)重分析利用實(shí)驗(yàn)視頻資源創(chuàng)設(shè)教學(xué)情境和突破重難點(diǎn)知識(shí)；(2)利用經(jīng)典物理實(shí)驗(yàn)和科技前沿知識(shí)的視頻資源展開(kāi)對(duì)學(xué)生物理科學(xué)素養(yǎng)的培養(yǎng)。
[Abstract]:With the development of computer, network and mobile phone, it has become a new way of life to receive information, acquire knowledge, and entertain by video. At the same time, with the development of educational informatization, video resources are widely used in education and teaching. Students and teachers need more and more video resources. Teaching video resource is an important modern curriculum resource. With the development of educational reform, the development of teaching video resource becomes more and more important. Under the background of visual culture and educational information, guided by the theories of audio-visual education, constructivism and psychology, this paper makes a preliminary systematic study on the design, development and application of the video resources of physics experiments in middle schools. It mainly explains the problems existing in the current physical experimental video resources; defines the connotation of the physical experimental video resources in middle schools; analyzes the general process of the physical experimental video design on the basis of the television teaching materials; at the same time, the author combs, After summarizing the basic theory of instructional video design and the characteristics of physical experiment, the design principles of physical experiment video resource are put forward, and the types of physical experiment video are designed according to the characteristics and functions of physical experiment. Starting from the common means of obtaining teaching video resources, this paper puts forward three kinds of physical experiment video development modes: teachers' self-shooting and making video, searching and downloading video on the network, obtaining video from middle school physics teaching resource bank, etc. The methods of developing the three video modes are explored, and the characteristics, advantages and disadvantages of the three different development modes are analyzed and compared. Finally, in the application of physical experimental video resources in classroom teaching, the following aspects are explored: (1) combining with teaching cases, the author focuses on the analysis of creating teaching situation and breaking through the difficult knowledge by using experimental video resources; (2) using the video resources of the classical physics experiment and the frontier knowledge of science and technology to cultivate the students' scientific literacy of physics.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.7;G434
本文編號(hào)：2119613
[Abstract]:With the development of computer, network and mobile phone, it has become a new way of life to receive information, acquire knowledge, and entertain by video. At the same time, with the development of educational informatization, video resources are widely used in education and teaching. Students and teachers need more and more video resources. Teaching video resource is an important modern curriculum resource. With the development of educational reform, the development of teaching video resource becomes more and more important. Under the background of visual culture and educational information, guided by the theories of audio-visual education, constructivism and psychology, this paper makes a preliminary systematic study on the design, development and application of the video resources of physics experiments in middle schools. It mainly explains the problems existing in the current physical experimental video resources; defines the connotation of the physical experimental video resources in middle schools; analyzes the general process of the physical experimental video design on the basis of the television teaching materials; at the same time, the author combs, After summarizing the basic theory of instructional video design and the characteristics of physical experiment, the design principles of physical experiment video resource are put forward, and the types of physical experiment video are designed according to the characteristics and functions of physical experiment. Starting from the common means of obtaining teaching video resources, this paper puts forward three kinds of physical experiment video development modes: teachers' self-shooting and making video, searching and downloading video on the network, obtaining video from middle school physics teaching resource bank, etc. The methods of developing the three video modes are explored, and the characteristics, advantages and disadvantages of the three different development modes are analyzed and compared. Finally, in the application of physical experimental video resources in classroom teaching, the following aspects are explored: (1) combining with teaching cases, the author focuses on the analysis of creating teaching situation and breaking through the difficult knowledge by using experimental video resources; (2) using the video resources of the classical physics experiment and the frontier knowledge of science and technology to cultivate the students' scientific literacy of physics.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.7;G434
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，本文編號(hào)：2119613
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