微课的概念辨析与意义探究  

Concept Differentiation and Significance Exploration of Micro-Lesson

作　　者：林鹏[1] 

机构地区：[1]集美大学水产学院,福建厦门361021

出　　处：《高教论坛》2014年第6期22-24,27,共4页higher education forum

基　　金：福建省高等学校新世纪优秀人才支持计划(闽教科〔2007〕20号);集美大学教育教学改革立项基金(JY12035)

摘　　要：本文对微课不同定义进行了总结,"微视频"和"围绕教学环节设计"是微课的两个要素,并将微课与微视频、微课程、课堂录像、高校课堂的区别与联系进行了辨析。探究了微课在高等教育中的意义:对教师来讲,拓宽了对课堂的驾驭能力,突破了传统的听评课模式,促进了换位思考,并鼓励教师提高教学水平;对大学生来讲,满足其个性化需求,适合性格特点,便于随时随地学习,并有利于大学生在不同学科的教学平台中获得系列化、专题化的知识。Different definitions of micro-lesson have been summarized by the author. ＂Micro-video＂ and ＂designs surrounding teaching procedure＂ are two elements of micro-lesson. The present artilcle compares mirco-lesson with micro-video, micro -lecture,lesson-video, university class, respectively. The significances of micro-lesson in higher education are also studied. To teachers,it increases their abilities of calssroom teaching,improves the mode of class evaluation, adjusts the point of view to calssroom teaching,and arouses the teaching enthusiasm. To undergraduates, it satisfies the individual requirements, adapts well to their characteristics,benefits their learning knowledge anytime and anywhere,and contributes to getting systematic and specialized knowledge at micro-lesson platforms composed of different subjects.

关 键 词：微课 概念辨析 意义探究 高等教育 

分 类 号：G434[文化科学—教育学]