作为辅助教学的微课程的设计原则初探.pdf

2016 NO.21 Science and Technology Innovation Herald 科技创新导报 创 新 教 育 D O I ： 10.16660/j .c n k i .1674-098X .2016.21.131 作为辅助教学的微课程的设计原则初探① 张园园 (金 陵 科 技 学院江苏南京211169) 摘 要 ：基于一个个微型的学习组块建立的微课程学习具有无限的灵活性，它可以作为课堂讲授的案例演示与补充。微课程的 设计与制作必须遵循定位准确，突出个体化. “微而精”的模块化设计，简洁直观4个方面的原则，应该使微课程资源建设更加规 范，内容更加丰富，评价更加科学，从而将课堂教学与课程辅助教学系统地结合起来，并且互为补充，相互促进。 关键词：微 课 程 辅 助 教 学 定 位 准 确 个 性 微 而 精 中图分类号：G40 文献标识码 ：A 文章编号：1674—098X (2016)07(C)—0m —02 The Exploration about the Design Principles of “Micro-lecture” as a Auxiliary Teaching Zhang Yuanyuan (Jinling Institute of Techonolgy ，Nanjing Jiangsu,211169,China) Astract ；Micro—lecture learning based on the Miniature of the learning group has the Infinite flexibility. It can be the demonstration and supplement of the classroom teaching. The design and manufacture of the Micro—lecture must follow the four principles, such as accurate positioning,outstanding individual, “ Micro and fine” modular design and concise and straightforward. We should make the resources construction more specification, make the content more rich and the evaluation more scientific. So we combine the classroom teaching with the auxiliary teaching and make them complement and promote eachother. Key Words: Micro—lecture;Auxiliary teaching;Accurate positioning;personality;Micro and fine 新媒体的环境激发了 “碎片化”的 “微学习”形式的产 于学生知识的建构和内化。学生对于知识的认知一部分来 生，微课程正是基于一个个微型的学习组块的基础上，根据