摘要
微课已成为当前教育领域研究的一大热点,受到越来越多学者的关注。本文通过微课的各种定义,分析了微课认识的误区,指出微课的本质是"课",并从"课"的角度提出,微课是在微型资源的基础上附加教学服务的小型化课程,由微型资源、学习活动、学习评价和认证服务四部分构成。此外,由于微课小而散,应通过语义技术描述微课间的整体知识逻辑,实现散而有序。在此基础之上,本文介绍了基于学习元的微课设计思路,包括微课设计、教学信息描述、微课聚合和开发模式等,试图为研究者和设计者们提供参考。
Micro-lecture has become a hot research point in education,which attracts more and more attention from scholars. This paper analyzes the current various definitions of micro-lecture, revealing people＇s misunderstanding of micro-lecture, pointing out that the nature of micro-lecture is ＂lesson＂. From this point, micro-lecture is micro-les- son based on micro-resources with additional teaching service,which consists of four parts： micro resources, learning activities, learning assessment and certification services. Besides, micro-lecture is small and scattered, so the overall knowledge logic between micro-lectures should be described by semantic technology to keep micro-lecture organized. On this basis, this paper gives the introduction to micro-lecture design based on learning cell system, including micro -lecture planning, teaching information description, micro-lecture aggregation and development patterns, etc. , trying to provide ideas and reference for micro-lecture researchers and designers.
出处
《开放教育研究》
CSSCI
北大核心
2014年第1期100-110,共11页
Open Education Research
基金
国家自然科学基金项目“泛在学习的资源组织模型及其关键技术研究”(61073100)
关键词
微课
微课程
微型课程
课程设计
学习元
micro-lecture
micro-lesson
mini-course
course design
learning cell
