微课程观下的教学组织架构研究  

Research on Teaching Organizational Structure under View of Micro Curriculum

作　　者：李三波[1] 

机构地区：[1]丽水职业技术学院机电信息分院,丽水323000

出　　处：《价值工程》2015年第20期241-244,共4页Value Engineering

基　　金：浙江省高等教育教学改革研究项目研究成果(jg2013366)。基于产业结构调整的丽水工业园区技能型人才需求专题调研(丽市科协(2014)14号文件)

摘　　要：微课作为网络时代的一种新型教学手段和学习方式,因符合网络时代学习渠道多元化、学习方式微型化的特征而备受关注。高职教育的职业属性更适宜以视频为核心的微课教学,但微课的零碎、信息割裂等不足,并不适宜以学时为单位的传统教学安排,如何在一个或几个传统教学时间段里开展微课教学,提高学生学习的自动性和课堂教学的有效性,值得我们去探究。本文以高职电子工艺课程中的手工焊接工艺教学内容为例,从微课教学环境架构、微课课堂教学组织架构、微课教学评价架构等三个方面探讨微课教学组织架构问题,促进教师授课模式的改变。As an up-to-date way of education method, micro curriculum is highly concerned for its accordant with the features of learning in internet times——learning channel diversity and learning style miniature. Occupation attributes of higher vocational education is more suitable for micro curriculum teaching centered on instructional videos, however, information fragmentation of micro curriculum makes it hard to get along with traditional teaching arrangement based on class hours. Therefore, how to develop micro curriculum teaching in certain traditional teaching hours, to raise students＇ learning consciousness and enhance the effectiveness of classroom teaching deserves to be explored. This passage will take manual welding process in electronic technology course in higher vocational education as an example,discuss problems among environmental structure, teaching organizational structure and teaching evaluation structure of micro curriculum teaching, and put forward ways on changing traditional teaching modes.

关 键 词：微课 课堂教学 焊接工艺 组织架构 

分 类 号：G642.3[文化科学—高等教育学]