关于微格教学的新思考  

Rethinking Micro Teaching

作　　者：王华蓉[1] 

机构地区：[1]宁波大学教师教育学院学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2015年第3期112-115,共4页Journal of Ningbo University(Educational Science Edition)

基　　金：2014年校人文社科培育项目"微课视角下教材文本再构研究"(801506052)

摘　　要：微格教学就是将复杂的课堂教学分解为比较简单的小型教学,其目的在于提高师范生的教学设计、教学方法及教学反思等能力。但当前微格教学仍存在形式单一、内容局限、导生制流于形式等问题。鉴于此,我们可以尝试通过借鉴微课和慕课、实现部分翻转、完善实物教学资源、拓展课堂教学内容、开展多元主题训练五大策略,以提高师范生的课堂教学设计及教学实践能力,为适应未来教师工作岗位做准备。Micro-teaching refers to mini-lesson, which divides the complicated lesson into fragmented slides, aiming at promoting the teacher students＇ instructional design, teaching methods and reflection. However, it still has some deficiencies such as the mechanical teaching pattern, monotonous teaching contents, and the superficial tutoring system. In order to enhance the teacher students＇ instructional design and practical teaching competences and get ready for the teaching in their future job, we can endeavor to adopt five strategies, covering capitalizing on micro-course and MOOCs, flipped classroom, enriching hands-on teaching resources, expanding teaching contents and conducting diverse theme-based teaching.

关 键 词：微格教学 策略 

分 类 号：G642.3[文化科学—高等教育学]