【作者】 王颖；

【导师】 孙立会；

【作者基本信息】 天津大学 ， 现代教育技术（专业学位）， 2020， 硕士

【摘要】 2019年教育部颁布的《小学语文新课程标准》中明确指出,小学语文课堂的教学形式要多样化,教育资源要丰富化,教师要充分利用课内外教学资源不断丰富课堂教学内容,促进学生的全方位多角度发展。农村小学教学发展与城市小学教学发展存在一定差距,农村小学教育教学资源相对于城市小学较为匮乏。但是近年来,随着信息技术的不断发展以及“三通两平台”的不断建设,为农村小学教育发展提供了契机,农村小学语文识字教学正不断突破自身发展限制,利用信息化发展的契机,探索出更快捷、更高效和更灵活的学习方式。本研究通过对农村小学识字教学情况现状调查分析,发现了当前农村小学识字教学中存在的问题。针对教学中存在的问题,进行微课案例设计开发并应用到实际教学中,不断探索信息技术与传统教学模式的融合发展。首先,本研究利用了文献法,对国内外微课的发展现状进行了梳理,从中发现微课起源于国外,在国外发展时间较长,形式内容较成熟。在国内起步较晚,微课与学科教学有着契合点,但当前整合程度不高。从而确定研究问题、研究框架和研究的相关理论基础。其次,本研究运用了调查法,通过问卷及访谈的形式对当前农村小学低年级语文识字教学现状进行了调查分析,发现农村小学识字中存在教育教学资源相匮乏,课堂教学形式表现较为单一,识字教学匹配资源缺乏等问题。再次,本研究运用了实验研究法,将精心设计的微课在农村小学低年级语文识字课堂中进行了实施,通过前后测成绩对比分析检验微课的使用效果。结果发现,识字微课对于农村低年级学生笔顺的书写有提升作用,对于课前预习和课后复习辅助效果明显。本研究通过分析总结发现,微课能够有效的提高农村小学低年级学生识字的兴趣和识字的效率,微课作为一种短小精悍的优质教学资源与农村小学语文识字教学有着一定的契合度。在研究过程中也发现了一些问题,如何确保微课在农村小学低年级识字教学中能够持久发挥功能,以及解决更多的识字教学难点问题需更多的教学实践来探索。更多还原

【Abstract】 In 2017,the new curriculum standard of primary school Chinese issued by the Ministry of education clearly pointed out that the teaching form of primary school Chinese classroom should be diversified,the educational resources should be enriched,teachers should make full use of the teaching resources inside and outside the classroom to constantly enrich the classroom teaching content,and promote the all-round and multi angle development of students.There is a certain gap between the teaching development of rural primary schools and urban primary schools,and the teaching resources of rural primary schools are relatively scarce compared with urban primary schools.However,in recent years,with the continuous development of information technology and the continuous construction of "three links and two platforms",the development of rural primary education has brought about changes and opportunities.Chinese literacy teaching in rural primary schools is constantly breaking through its own development restrictions,using the opportunity of information development,to explore a faster,more efficient and more flexible way of learning.Through the investigation and analysis of the current situation of literacy teaching in rural primary schools,this study finds out the existing problems in the current literacy teaching in rural primary schools.In view of the existing problems,micro class case design and development are carried out and applied to the actual teaching,and the integration development of information technology and traditional teaching mode is constantly explored.First of all,this study uses the literature method to sort out the current situation of the development of micro courses at home and abroad,from which we find that micro courses originated in foreign countries,developed for a long time in foreign countries,and the form and content are relatively mature.It started late in China,micro course and subject teaching have a point of convergence,but the current integration is not high.So as to determine the research problem.Research framework and related theoretical basis.Secondly,this study uses the survey method,through the form of questionnaire and interview to investigate and analyze the current situation of Chinese literacy teaching in rural primary schools.It finds that there are some problems in rural primary schools,such as the lack of education and teaching resources,the single form of classroom teaching,and the lack of matching resources of literacy teaching.Thirdly,this study uses the experimental research method to carry out the well-designed micro class in the Chinese literacy class of the rural primary school,and tests the use effect of the micro class through the comparative analysis of the results before and after the test.The results show that literacy micro class can improve the writing order of rural low-grade students,and it has a significant effect on pre class preview and review after class.Through the analysis and summary,this study found that micro class can effectively improve the interest and efficiency of literacy of rural primary school students,micro class as a short,concise and high-quality teaching resources and rural primary school Chinese literacy teaching has a certain degree of agreement.In the process of research,we also found some problems.How to ensure that the micro class can play a lasting role in the literacy teaching in rural primary schools,and how to solve more difficult problems in literacy teaching need more teaching practice to explore.更多还原