摘要
探寻微课程之"微",它在呈现形态上"微小"或"短小"、知识挖掘上"精微"与"适切"、课程研制上"草根"与"开放"等表征的背后,还蕴含着特定的认知理据、视点差异与技术悖论。透视微课程之"课",它以学科知识点为起点,以学习者经验为依据,以经验的改造为旨归。审思微课程之"程",它以"课程要素的整全性""知识点间的系统性""微课程间的耦合性"为内在逻辑。从"微""课"与"程"三个向度加以判读,有利于建构微课程的分析框架,创新微课程的应用模式,探索信息化时代的课程开发范式。
The ＂micro＂ of micro-course contains small or short form, subtle or appropriate knowledge, and grassroots or open development of curriculum on the basis of specific cognitive theory, viewpoint diversity theory and technology paradox theory. The ＂course＂ of micro-course focuses on subject knowledge, learner＇s learning experience, and experience transformation between teacher and learner. The ＂curriculum＂ of micro-course refers to the internal logic among the comprehension of courses＇ essential factors, systematization of knowledge and the coupling of all kinds of micro-course. The interpretation of these three perspectives of micro-course is significant for constructing the analytical framework, innovating application mode, and exploring curriculum development paradigm in this information technology era.
出处
《课程．教材．教法》
CSSCI
北大核心
2015年第5期35-42,121,共9页
Curriculum，Teaching Material and Method
基金
国家社科基金2013年(教育学)青年项目"微课程视域下卓越教师实践教学保障体系建构研究(CIA130186)"
安徽省教学研究项目"地方高师院校教师教育精品化战略的理论与实践(2014jyxm752)"及安徽省教学研究项目"卓越教师‘研课’技能微课程设计研究(2014
XM228)"
关键词
微课程
教育信息化
教学数字化
课程开发范式
micro-course
educational irfformatization
teaching digitization
curriculum development paradigm
