微课的六点质疑及回应  

Six Doubts about Micro-Lesson and Responses to the Doubts

作　　者：郑小军[1] 张霞[1] 

机构地区：[1]广西师范学院教育技术系,广西南宁530023

出　　处：《现代远程教育研究》2014年第2期48-54,共7页Modern Distance Education Research

基　　金：广西教师教育学科教学团队"现代教育技术教学团队"(桂教师范〔2011〕84号);新世纪广西高等教育改革工程"十一五"第5批立项课题"地方高师院校高师生网络化学习能力培养的研究与实践"(2009C046)

摘　　要：目前,微课已成为我国教育信息化发展的新热点。微课的出现,在教育领域掀起了轩然大波,也引发了一波波的"微课热潮"。归纳起来,人们对微课的质疑主要有六点:一是认为微课热是"短时炒作",二是认为微课是"新瓶"装"旧酒",三是认为微课是导致知识碎片化的"元凶",四是认为微课没有技术含量,五是认为微课可能将传统的课堂实录完全淘汰出局,六是认为微课类型繁杂,缺少统一的评判标准、创作模式和制作工具。人们之所以提出这些质疑,归根到底源于人们对微课产生的时代背景、现实需求、核心本质、优势短板、教育价值、应用前景、发展趋势、创作方法等相关问题缺乏必要的理性思考和实践探索。在未来,微课研究者需要共同联手破解的难题包括微课的设计原则与策略、评价标准、支持与变革教与学的方式、从微课走向微课程、一体化微课程开发平台研制等。只有解决了这些难题,才能引领微课健康、快速发展。Nowadays, micro-lesson has become a hot spot in the development of educational informatization in our country. The emergence of micro-lesson has caused a great stir in the field of education, and aroused a wave of＆quot;micro-lesson boom＆quot;. To sum up, people mainly have six doubts about micro-lesson：first, people think that micro-lesson is＆quot;short-term speculation＆quot;;second, they think that micro-lesson is merely putting new wine into old bottles;third, they think that micro lesson is the＆quot;culprit＆quot;that give rise to the fragmentation of knowledge; fourth, they think that micro-lesson has little technical content; fifth, they think that micro-lesson may tend to winnow out the traditional classroom live recordings; sixth, they think that micro-lesson with varied types lacks a unified evaluation standard, a creation mode and a authoring tool. The reason why people are raising these doubts is that people lack rational thinking and practical exploration into the related problems of micro-lesson in aspects of background, realistic demand, core and essence, strengths and weaknesses, value of education, prospect of application, trend of development and creative methods, etc. In the future, the micro-lesson researchers have to work together to solve the problems in regard to principles and strategies of micro-lesson design, evaluation criteria, methods of supporting and transforming teaching and learning, ways of changing micro-lesson to micro-course, development of integrative micro-lesson platform and so on. Only solving these problems can lead the micro-lesson to a healthy and rapid development.

关 键 词：微课 微课程 微课热 问题质疑 探讨回应 

分 类 号：G434[文化科学—教育学]