理解取向的微课设计分析  

The Design and Analysis of Micro-lecture Approaches to Understanding Orientation

作　　者：陈明选[1] 胡月霞[1] 张红英[1] 

机构地区：[1]江南大学教育信息化研究中心,江苏无锡214122

出　　处：《中国电化教育》2017年第5期54-61,共8页China Educational Technology

基　　金：国家社科基金"十二五"规划教育学一般项目"理解视域下信息化教学设计的创新与应用研究"(项目编号:BCA140052)研究成果

摘　　要：当前微课以其微小便捷、短时高效的教学特点受到了教师和教育管理者的高度关注,掀起了一股微课热。但是许多人对为什么要"微课",围绕什么"微课"这些本质问题并不十分清楚,导致当前微课形式大于内涵的问题十分突出。该文认为微课设计应融合理解性教学和问题导向学习理论,以促进学习者理解为目的。文章提出了微课的内容要选取教学中的核心问题或关键技能;微课的设计应坚持引入问题启发理解;分析问题引领理解;解决问题支持理解;总结反馈表征理解的教学设计策略。微课的实施应围绕问题设计活动,促进理解开展评价,给出了基于理解的微课分析和评价量表;并从内容设计、数字化呈现两个层面对江苏省"凤凰杯"职业院校微课大赛的获奖作品进行了分析。Currently, micro-lecture has received great concern of teachers and educational administrators with its small and convenient, short-term and efficient teaching characteristics, set off a micro-class boom. However, many people are not very clear about the nature problems of why should lecture be micro and around what does ＂micro-lecture＂ constitute, which makes the form of current micro-lecture greater than its content. This paper argues that the design of micro-lecture should integrate teaching for understanding and problem-oriented learning theory in order to promote the understanding of the learners. Putting forward the content of the micro-lecture need to select the core questions or key skills;the micro-lecture design strategy should insist on leading into problem to inspire understanding;analyzing problem to lead understanding; solving problem to support understanding; summarizing the feedback to represent understanding.The implementation of the micro-lecture should focus on problem to design activities, promote understanding to carry out the evaluation, given the analysis and evaluation scale of the micro-lecture in understanding, and analyzed the winning works of the ＂Phoenix Cup＂ vocational schools in Jiangsu Province from the two levels of content design and digital presentation.

关 键 词：理解性教学 微课设计 职业院校 

分 类 号：G434[文化科学—教育学]