微课可持续发展的“道”与“术”--兼论微课发展研究理论体系建构与方法论创新  

“Dao” and “Shu” in the Sustainable Development of Micro-Lesson——On the Theoretical System Construction and Methodology Innovation of Micro-Lesson's Development Research

作　　者：郑小军 

机构地区：[1]广西师范学院职业技术教育学院广西职业教育发展研究中心

出　　处：《现代远程教育研究》2018年第1期31-39,共9页Modern Distance Education Research

摘　　要：当前,我国微课探索取得了进展,但仍处于"实践先行、研究滞后、理论贫乏"的整体态势。剖其缘由,在于我们没有正确运用微课发展本身的内在逻辑(即微课发展之"道")来引领微课理论体系的建构,而是主要借用微课技术(即微课发展之"术")的迭代升级来改进微课的发展模式。在微课发展从数量、规模向质量、内涵转变的拐点,微课可持续发展成为迫切的时代命题。微课可持续发展研究应超越现有微课研究视阈,站在推动教育变革和创新、建设学习型社会的时代高度,从"道""术"并举、互补融合、系统深入的视角来建构微课理论体系,并引领微课可持续发展的方法论创新。基于微课可持续发展之"道"建构的"五环互动"微课理论体系基本框架,由内到外包括微课理念环、微课理论基础环、微课基本理论环、微课相关理论环和外围理论环五层,而且五环之间存在20条路径互动关系,每一条研究路径两端通过信息流动、理论移植或嫁接等均可实现理论成果创新。基于微课可持续发展之"术",应从政策推进机制、建设模式多元化原则、跨学科融合创新、技术迭代升级等方面创新微课发展研究的方法论。唯此"道""术"并举,才能切实推进微课的可持续发展。At present, the exploration of micro-lesson in China has made progress, but it is still in the overall situation that"practice is ahead of research with poor theory". The reason lies in that we don't correctly make use of the intrinsic logic of the micro-lesson's development(i.e."Dao"of micro-lesson development) to lead the construction of micro-lesson theory, but by the iterative upgrade of micro-lesson technology(i.e."Shu"of microlesson development) to improve the development mode of micro-lesson. The sustainable development of microlesson has become an urgent proposition in the development of micro-lesson at its development turning point from quantity to quality, and from scale to connotation. The study on the sustainable development of the micro-lesson should go beyond the existing research perspective, in view of promoting educational reform and innovation and building up the learning society, to construct the micro-lesson theory system and hence to lead the methodology innovation of micro-lesson's sustainable development from the systematic perspective of employing both"Dao"and"Shu"simultaneously, complementing and integration, as well as systematicness. Based on the"Dao"of microlesson's sustainable development, the theoretical framework of"Five Interactive Rings(Layers)"is composed of the concept ring, theoretical base ring, basic theory ring, relative theory ring, and peripheral theory ring from inside to outside. Between the five rings, there are 20 interaction paths. From the two ends of each path, theoretical innovation can be achieved through the information flow, theoretical transplantation or grafting. Based on the"Shu"of micro-lesson's sustainable development, we should innovate the research methodology of micro-lesson's development from such aspects as policy promotion mechanism, construction mode diversification, interdisciplinary integration and innovation, and technology iterative upgrading. Only in this way can the sustainable development of micro-lesson be promoted.

关 键 词：微课 可持续发展 理论体系 方法论创新 五环互动 “道”与“术” 

分 类 号：G434[文化科学—教育学]