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ARCS模型视角下中小学教师培训微课程的设计研究

【作者】 刘爽

【导师】 郑燕林;

【作者基本信息】 东北师范大学, 教育技术学, 2017, 博士

【摘要】 随着其社会功能、素质要求、职业特征等不断发展,教师逐渐成为专门的职业,且专业化特征不断增强。实践证明,促进教师专业发展是提升国民教育质量的根本保障和有效途径。中小学教师培训旨在架构支持中小学教师终身学习的培训环境,着力促进中小学教师专业发展,不断提高我国基础教育水平。较传统面授式培训相比,当前结合新媒体技术和网络技术的中小学教师培训的教学时空更为无缝和开放,一方面有效促进了教师实践共同体的培育和发展,另一方面有效支持了教师教育优质资源的生成、凝聚与共享。然而,随着中小学教师培训实施的不断深入,培训过程中的诸多问题愈发突显,中小学教师培训内容与方式亟待变革。基于视频媒体的微课程具有目标、内容和时长微型化的特点,便于网络传输和碎片化学习,重视情境创设和学习迁移,使其成为推动教师培训改革的新动力。为了促进微课程在教师培训中发挥优势,需要对其立足于教学原理给予精心的设计。本研究基于ARCS模型从激发与维持学习动机的角度对微课程的目标、内容和交互提出设计策略,并结合中小学教师实际需求开发一系列教师培训微课程,研究ARCS模型视角下提出的设计策略对提升学习效果和促进学习迁移的积极作用。论文共分为七章:第一章,介绍了教师培训微课程设计的研究背景,对本研究涉及的核心概念进行界定,并阐述了本研究的目标、内容和意义,以及研究方法和研究框架。第二章,在研究现状述评部分的探讨中,一方面通过考察国内外教师培训发展特征,为探讨教师培训发展中微课程应用的必要性与可行性奠定现实基础;另一方面通过考察教师培训相关研究现状,为教师培训微课程设计提供研究基础。第三章,以高中信息技术教师为例调查其学习需求。基于ARCS模型视角,分别从注意维度、关联性维度、自信心维度和满意度维度对高中信息技术教师进行了培训微课程的需求调查与分析。第四章和第五章,在ARCS模型视角下,提出中小学教师培训微课程目标、内容和交互设计的策略:1.微课程目标设计应突出目标的“明晰性”与“关联性”;2.微课程内容设计应强调内容的适切性与趣味性;3.微课程交互活动应重视“人机互动”和“人际互动”。并针对微课程以视频为载体、注重情景创设等特点,提议利用视频弹幕技术支持微课程的交互。第六章,基于前面章节提出的微课程设计策略,在实践层面设计并开发教师培训微课程,通过体验式学习及体验调查来验证理论设计的科学性与合理性,并从ARCS模型的角度分析本研究提出的微课程设计策略在激发学习动机方面的促进作用。第七章,对本次研究进行总结:微课程为教师学习提供了新的资源,微课程的应用为教师培训提供了新的路径;ARCS模型为教师培训微课程设计提供理论支撑;应采用适当的技术支持微课程教学交互。本次研究的不足之处在于理论设计与分析的视角、调研与应用实验范围都需要进一步扩展。未来研究中将进一步关注应用研究,推动社会化媒体的交互应用,重视面向教师网络学习能力培训的微课程应用研究。

【Abstract】 With the development of teacher’s social function, quality requirements and occupational characteristics,teacher gradually becomes a specialized profession, and the Specialized features are growing.Teachers are the key to improve the quality of education, but also the key to the success or failure of education reform.Primary and secondary school teacher training supports lifelong learning,promotes the professional development of teachers, and constantly improves the level of the basic education in China.Compared to the traditional face-to-face training,and combined with the new media technology and network technology, the space and time of primary and secondary school teacher training is more open and free. On the one hand, it effectively promotes the development of teachers’ practical communities, on the other hand,effectively supports the creation, accumulation and sharing oflearning resources.However, along with the implementation of primary and secondary school teacher training,many problems become more prominent, then teacher training contents and methods need to change.Based on videomedia,micro-course is a series of micro teaching content with a certain independence and relevance which has miniature teaching goals, careful teaching design, video micro expression, and certain teaching activities. In order to promote micro-course advantages in teacher training, we need seriousdesign. Based on ARCS(A: Attention, R: Relevance, C: Confidence,S: Satisfaction) model, this study proposes a series of design strategies in the design of micro-course objectives, content and interaction from the perspective of stimulating and maintaining learning motivation, and develops a series of teacher training micro-coursescombined with the actual needs ofprimary and secondary school teachers. These design strategies has a positive effect on improving the learning outcome and promoting the transfer of learning, which can provide useful reference for the study of teacher training resource design.The research content is divided into seven chapters:The first chapter introduces the design background of teacher training micro-course, and set forth the goal,content and meaning of this study, as well as research methods and research framework.The second chapter in the research on present discussion section, on the one hand by examining the characteristics of teacher training and development at home and abroad, to explore the necessity and feasibility of developing teacher training micro-course in applications.On the other hand by studying relevant research status of the teacher training, to provide research foundation of teacher Training micro-course design.The third chapter, the study takes the high school information technology teachers as an example to investigate their learning needs. In the perspective of the ARCS model, this study conducts a survey of teachers’ needs from four dimensions: attention, relevance, confidence,satisfaction.The fourth and fifth chapter, strategies proposed micro-course objectives, content and interaction design.1. Micro-course objectives s objectives should be "clarity" and "relevance";2. Micro-course content should be appropriate and fun;3. "Human-computer interaction" and "human interaction" should be taken seriously. Because the lack of interaction between teachers and students, among studentst in the micro-course learning process,suggest using video barrage technologyfor interaction.The sixth chapter,based on design policy of micro-course, design and development of micro-course, study design scientific and rationality by teacher’ satisfaction of micro-coursedesign. Survey results show what the design Strategies of primary and secondary school teacher training micro-course under ARCS model can promote motivation.The seventh chapter,summary of this study:micro-courseprovides new resources for teacher’ learning, provides a new way for teacher training. ARCS model provides theoretical support for teacher training micro-course design.And we should adopt appropriate technical support micro-course interactive.Deficiencies of this study are the perspective of design and analysis, research eangeand experimental range need to be further expanded.Future researchwill further focus on applied research, promote social media interactive application, and pay more attention to applicationofmicro-course forteachers’ learning ability training.

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  • 【网络出版投稿人】 东北师范大学
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