發(fā)布時(shí)間：2018-10-20 07:20

【摘要】：隨著21世紀(jì)技術(shù)的發(fā)展和教育理念的改革,對(duì)技術(shù)在教育領(lǐng)域的研究從最初的強(qiáng)調(diào)硬件設(shè)施建設(shè)和使用,逐步發(fā)展成重視信息化手段在教學(xué)過(guò)程中的科學(xué)性應(yīng)用。在天文教學(xué)當(dāng)中,從最初的板書(shū)貼圖,到視頻動(dòng)畫(huà),再到多功能教室,技術(shù)的發(fā)展一步步改變我們教學(xué)的方式。如今大數(shù)據(jù)時(shí)代來(lái)臨,數(shù)據(jù)驅(qū)動(dòng)平臺(tái)紛紛誕生,對(duì)傳統(tǒng)天文教學(xué)造成了極大沖擊。同時(shí)國(guó)家對(duì)中小學(xué)教師的教育技術(shù)能力要求中明確指出,教師除需具備專業(yè)知識(shí)外,還需掌握技術(shù)相關(guān)知識(shí)。如何對(duì)天文教學(xué)進(jìn)行課程整合,使技術(shù)更有效地融入教學(xué)當(dāng)中,成為天文教師亟需思考的問(wèn)題。因此以提高教師整合能力為核心的TPACK知識(shí)框架對(duì)天文教師具有重要指導(dǎo)意義。本論文旨在梳理國(guó)內(nèi)外中小學(xué)課程標(biāo)準(zhǔn)及教材中天文相關(guān)內(nèi)容,綜合設(shè)計(jì)出小學(xué)天文課程體系內(nèi)容標(biāo)準(zhǔn);接著構(gòu)建基于TPACK的小學(xué)天文教學(xué)活動(dòng)設(shè)計(jì)流程,并進(jìn)行案例的設(shè)計(jì)與實(shí)施;最后呈現(xiàn)教學(xué)反饋,為天文教師的教育改革提供參考。本文分為五章內(nèi)容。第一章:對(duì)本文的研究背景、研究目的及意義、研究?jī)?nèi)容、研究方法、研究現(xiàn)狀等進(jìn)行綜述,并對(duì)本課題的核心概念加以界定;第二章:對(duì)國(guó)內(nèi)外課程標(biāo)準(zhǔn)以及教材中天文相關(guān)內(nèi)容進(jìn)行梳理,設(shè)計(jì)小學(xué)天文課程體系;第三章:對(duì)教學(xué)活動(dòng)設(shè)計(jì)的理論基礎(chǔ)加以闡述,并結(jié)合TPACK的特征及使用原則,構(gòu)建基于TPACK的小學(xué)天文教學(xué)活動(dòng)設(shè)計(jì)流程,設(shè)計(jì)《地球的公轉(zhuǎn)》、《初識(shí)太陽(yáng)》兩個(gè)教學(xué)案例;第四章:對(duì)案例《地球的公轉(zhuǎn)》、《初識(shí)太陽(yáng)》進(jìn)行實(shí)施,總結(jié)實(shí)施效果以及師生反饋情況,并做課后反思;第五章:對(duì)本論文的研究成果做總結(jié),并進(jìn)行反思,找出研究的不足之處。經(jīng)過(guò)研究,得出結(jié)論如下:小學(xué)天文課程體系經(jīng)過(guò)各位專家的修改和完善,已具備較好的認(rèn)知度,且經(jīng)過(guò)教學(xué)案例的實(shí)施,確定教學(xué)目標(biāo)設(shè)置較為合理;基于TPACK的小學(xué)天文教學(xué)活動(dòng)設(shè)計(jì)流程對(duì)天文課堂的實(shí)施具有指導(dǎo)作用,學(xué)生對(duì)TPACK教學(xué)模式接受度較高,且能提高學(xué)生學(xué)習(xí)效率、改善課堂教學(xué)效果。
[Abstract]:With the development of technology and the reform of educational concept in the 21st century, the research on technology in the field of education has gradually developed from emphasizing the construction and use of hardware facilities to paying attention to the scientific application of information technology in the teaching process. In astronomy teaching, from the original blackboard map, to video animation, to multi-function classroom, the development of technology changes the way we teach step by step. Now big data era comes, the data-driven platform is born one after another, has caused the great impact to the traditional astronomy teaching. At the same time, the state clearly points out that teachers should not only have professional knowledge, but also master relevant technical knowledge. How to integrate the course of astronomy teaching and how to integrate technology more effectively into the teaching has become an urgent problem for astronomy teachers to think about. Therefore, the TPACK knowledge framework, which focuses on improving teachers' integration ability, is of great significance to astronomical teachers. The purpose of this paper is to sort out the curriculum standards of primary and secondary schools at home and abroad, and to design the content standards of primary school astronomy curriculum system synthetically, and then to construct the design process of primary school astronomy teaching activities based on TPACK. Finally, teaching feedback is presented to provide reference for astronomical teachers' educational reform. This paper is divided into five chapters. The first chapter: the research background, research purpose and significance, research content, research methods, research status quo and so on, and define the core concepts of this topic; The second chapter: combing the domestic and foreign curriculum standards and related contents of astronomy in textbooks, designing the primary school astronomy curriculum system, chapter three: the theoretical basis of teaching activity design, and combining with the characteristics of TPACK and the use of the principles, Constructing the design process of primary school astronomical teaching activity based on TPACK, designing two teaching cases of "rotation of the Earth" and "initial knowledge of the Sun". Chapter four: carrying out the case of "the rotation of the Earth", "the first knowledge of the Sun", Summarize the effect of implementation and feedback from teachers and students, and do the reflection after class. Chapter 5: summarize the research results of this paper, and reflect to find out the deficiencies of the research. Through the research, the conclusions are as follows: the primary school astronomy curriculum system has been modified and perfected by the experts, and has a good degree of recognition, and through the implementation of teaching cases, it is more reasonable to determine the teaching objectives; The design process of primary school astronomical teaching activity based on TPACK has guiding effect on the implementation of astronomical classroom. The students have a high acceptance of TPACK teaching mode and can improve the efficiency of students' learning and improve the effect of classroom teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.45

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