微课情感化设计的“三五维度”策略探究

The Strategy of “3 Horizontal Levels and 5 Longitudinal Levels” for the Micro-course Emotional Design

微课随着教育信息化的发展而逐渐普及,然而目前微课教学设计中的情感因素还有待加强,培养学生积极的学习情感体验有利于学生的学习效果和人格发展。在产品设计理念"情感化设计"和教学设计的理论思想的指导下,文章提出了微课情感化设计的"三五维度"策略,即从横向三层面(本能层、行为层、反思层)和纵向五要素(学习者需求分析、教学目标、教学内容、教学活动、教学评价)来设计情感化的微课,并将此策略应用到"视觉文化"课程中进行实践论证阐释,以期为微课情感化设计的理论研究和教学实践提供参考。

With the development of educational information technology, micro-course has gradually popularized. However, it was found that the emotional factors of micro-course needs to be strengthened when re-examining the humanistic care of micro-course. The teaching phenomenon of ＂emphasis on cognitive ability instead of emotional cultivation＂ was against the students＇ learning effectiveness and personality development. While cultivating active learning emotional experience for students was helpful to the effective implementation of the micro-course. Under the guidance of the ＂emotional design＂ of product design concept and the theory of instructional design, the strategy of ＂3 horizontal levels and 5 longitudinal levels＂ for micro-course emotional design was proposed in this paper. The 3 horizontal levels included the instinctive level, behavior layer, reflective layer and the 5 longitudinal levels consisted of learners demand analysis, teaching objective, teaching content, teaching activity, teaching evaluation. Then the strategy was applied to the ＂Visual Culture and Media Literacy＂ course, excepting to provide reference for the theoretical research and teaching practice of micro-course emotional design.