學(xué)習(xí)科學(xué)視角下微型教學(xué)視頻設(shè)計與學(xué)習(xí)效果研究.pdf

1、學(xué)位論文獨創(chuàng)性聲明本人承諾：所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除特別加以標注和致謝的地方外，不包含他人和其他機構(gòu)已經(jīng)撰寫或發(fā)表過的研究成果，其他同志的研究成果對本人的啟示和所提供的幫助，均已在論文中做了明確的聲明并表示謝意。學(xué)位論文作者簽名：l鼠每卜學(xué)位論文版權(quán)的使用授權(quán)書本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交復(fù)印件或磁盤，允許論文被查閱和借閱。本

2、文授權(quán)遼寧師范大學(xué)，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫并進行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后使用本授權(quán)書。學(xué)位論文作者簽名：—螽悱指導(dǎo)教師簽名：簽名Et期：沙肜年石月f砂日學(xué)習(xí)科學(xué)視角下微型教學(xué)視頻的設(shè)計與學(xué)習(xí)效果研究AbstractTherapidpromotionofeducationalprogramsoneducationi

3、nformationandqualityeducationalresourcesandthedevelopmentofnetworkopenclassvideo，leadtomanyscholarsandexpertspayattentiontostudyingvideoresourcesInaddition，thedeepeningoftheoreticalknowledgeonstudyminiaturization，fragmen

4、tationandthepopularityofmicrovideo，micromoviesandothervideesourcesinvariousfields，thusformingnewnetworkteachingresource，namelymicro—teachingvideosCurrentlymicro—teachingvideefersonlyashorttimemicrovideo，andprofessionally

5、designedmicroteachingvidearely，thisstudydesignsmicroteachingvideopatternsbasedonlearningsciencestheoryandexploreshowmicro—teachingvideosaffectsthelearners’learningeffectfromexperimentalpointofviewThemainresearchworkareth

6、efollowing：1Gatheringrelevantinformationonlearnsciencesandmicroteachingvideothroughliteratureanalysis，designingmicroteachingvideoproductionmodelbasedonlearningsciencestheory，whichcontainingthefouraspectsofthesettingconte

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8、deomodeltoothermodesthroughexperimentalresearch，theresultsdisplaythat：intheaspectsoflearningcognitive，thelearningacademicabouttheexperimentalgroup’Smicroteachingvideohigherthanthecontrolgroup’Smicroteachingvideo；thelearn

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10、ideoInlearningsatisfactionlevels，thelearningsatisfactionabouttheexperimentalgroup’Smicroteachingvideohigherthanthecontrolgroup’SmicroteachingvideoInlearningbehaviorallevel，fromtheoverallperspectiveofthevideopresentation，

11、learners’responseandmediaoperation，thelearningfrequencyabouttheexperimentalgroup’Smicro—teachingvideomorethanthecontrolgroup’SmicroteachingvideoFinally，basedontheexperimentalresults，fromtheperspectiveofconstructionofhigh