摘 要

本研究通过分析国内外关于微课和问题导学的理论与实践研究现状，结合目前微课实际教学情况，分析基于问题导学的微课教学特点，提出基于问题导学的微课教学设计模式，并根据该教学设计模式进行案例设计与制作。本研究主要由四部分组成：

第一部分为绪论。通过文献分析法对“微课”和“问题导学”在国内外的研究发展进行了梳理总结，确定本次研究的目的意义与内容方法。

第二部分是核心概念界定及理论基础。对“微课”和“问题导学”进行了概念界定，并以建构主义学习理论、最近发展区理论、抛锚式教学理论和教学设计作为本次研究的理论依据。

第三部分是基于问题导学的微课教学设计模式构建。主要分析了问题导学微课的设计原则和问题设计策略，构建基于问题导学的微课教学设计模式。

第四部分是基于问题导学的微课教学设计案例。基于第三部分构建的设计模式，以小学五年级数学的《平行四边形的面积》一课为例，进行了问题导学微课案例设计，为基于问题导学的微课设计与开发提供一定参考。

本研究存在的不足是缺乏大量具体的实验数据，因此本次研究的结论并不是绝对的，也限制了该微课教学设计模式的参考价值。

关键词：微课；问题导学；教学设计

Abstract

This study analyzes the current situation of theoretical and practical research on micro class and problem teaching at home and abroad, and combines the current teaching situation of micro class, analyzes the characteristics of micro class teaching based on problem teaching, proposes a teaching design model of micro class based on problem teaching, and designs and makes cases based on this teaching design model. This study is mainly composed of four parts:

The first part is the introduction. This paper summarizes the research development of "micro-lessons" and "problem guidance" at home and abroad by means of literature analysis, and determines the purpose, significance and content method of this research.

The second part is the definition of core concepts and theoretical basis. This paper defines the concepts of "micro-class" and "problem guided learning", and takes the constructivist learning theory, the zone of proximal development theory, anchored teaching theory and teaching design as the theoretical basis of this research.

The third part is the construction of the teaching design model of micro-class based on question guidance. This paper mainly analyzes the design principle and design strategy of problem guided micro-class, and constructs a teaching design model based on problem guided micro-class.

The fourth part is a case study of the teaching design of micro-class based on problem guidance. Based on the design model constructed in the third part, taking the lesson of parallelogram area in the fifth grade mathematics in primary school as an example, the case design of the micro-lesson of problem guiding learning is carried out, which provides some reference for the design and development of the micro-lesson based on problem guiding learning.

The deficiency of this study is the lack of a large number of specific experimental data, so the conclusion of this study is not absolute, which also limits the reference value of the teaching design model of this micro class.

Key Words：Micro-lecture；Problem Based Learning；Instructional Design

目录

第1章 绪论--------------------------------------------------------------- 1

1.1 研究背景 ----------------------------------------------------------1

1.1.1 教育信息化的发展----------------------------------------------1

1.1.2 “微课”的兴起与广泛应用--------------------------------------1

1.1.3 “学为中心”教育理念的倡导------------------------------------1

1.2 研究目的与意义-----------------------------------------------------2

1.3.1 研究目的------------------------------------------------------2

1.3.2 研究意义------------------------------------------------------2

1.3 国内外研究现状-----------------------------------------------------2

1.2.1 国外研究现状--------------------------------------------------2

1.2.2 国内研究现状--------------------------------------------------4

1.4研究内容与方法------------------------------------------------------5

1.4.1 研究内容------------------------------------------------------5

1.4.2 研究方法------------------------------------------------------5

第2章 核心概念界定及相关理论基础------------------------------------------7

2.1 核心概念界定-------------------------------------------------------7

2.1.1 微课----------------------------------------------------------7

2.1.2 问题导学法----------------------------------------------------7

2.2 理论基础-----------------------------------------------------------8

2.2.1 建构主义学习理论--------------------------------------------- 8

2.2.2 最近发展区理论------------------------------------------------8

2.2.3 教学设计理论--------------------------------------------------8

第3章 基于问题导学的微课教学设计模式构建----------------------------------9

3.1 问题导学微课的设计原则---------------------------------------------9

3.1.1 “微型”设计原则----------------------------------------------9

3.1.2 问题导学原则--------------------------------------------------9

3.1.3 学为中心原则--------------------------------------------------9

3.1.4 交互性原则----------------------------------------------------9

3.2 问题导学微课的问题设计策略-----------------------------------------9

3.2.1 问题要具有针对性---------------------------------------------10

3.2.2 问题要难度适中-----------------------------------------------10

3.2.3 问题要注重联系实际-------------------------------------------10

3.3 基于问题导学的微课教学设计模式-------------------------------------10

3.3.1 问题设计 ----------------------------------------------------11

3.3.1.1 明确学习内容--------------------------------------------11

3.3.1.2 细化学习目标--------------------------------------------12

3.3.1.3 学习者特征分析------------------------------------------12

3.3.2 过程设计-----------------------------------------------------12

3.3.2.1 创设情境，引出问题--------------------------------------12

3.3.2.2 提出问题，明确目标--------------------------------------12

3.3.2.3 自主学习，探索问题--------------------------------------12

3.3.2.4 合作交流，解决问题--------------------------------------13

3.3.3 教学评价-----------------------------------------------------13