SMCR模型视角下中小学教师培训微课程设计研究

On the Development of Micro-course for Teacher Training in the Perspective of SMCR Model

微课程因其目标指向明确、内容精致、时长控制在学习者的注意力时限之内,可灵活重用与重组,在教师培训中应用可有助于增强培训课程与教师专业发展需求之间的契合度。SMCR模型系统地分析了传播的要素和过程,对教育教学传播设计与质量优化有着重要的启示意义。该文提议利用SMCR模型指导教师培训微课程的设计。在信源维度,重在组建优秀的主讲教师团队,主讲教师不但应该是内容主题专家,还应该熟悉教师培训原理并知晓微课程内涵与机理;在信息维度,重在设计微课程内容的构成与呈现,同时要特别关注微视频的录制设计;在通道维度,重在搭建畅通的人机交互与人际互动通道支持信息的有效传输;在信宿维度,重在通过多维度、多方位、多方式深入了解教师学习需求、引入动机设计原理指导微课程的开发与应用以激发教师学习的内生动力。

With concise objectives, deliberate contents and flexibility for reuse and recombination, micro-courses are helpful to enhance the fit between training contents and teachers＇ professional development needs. SMCR model systematically analyzes the elements and processes of communication, which is of great significance to the design and quality optimization of educational communication. This paper proposes to use SMCR model to guide the design of micro-courses for teacher training. In the source dimension, the key is the formation of an outstanding teacher team. The teacher should not only be subject matter experts, but also should be familiar with the principles of teacher training and the function mechanism of micro-courses. In the information dimension, the composition and presentation of micro-course content should be highlighted, and special attention should be paid to micro-video recording design. In the channel dimension, it is necessary to build smooth human-computer interaction and interpersonal interaction channels to support the effective transmission of information. In the receiver dimension, it is important to stimulate the endogenous motivation of teacher-learners by mining their learning needs through multi-dimensional, multi-directional and multi-way methods, and by introducing motivational design principles to guide the development and application of micro-courses.