社会建构主义理论引领下微课独特价值的回归

Return of Micro-Lecture's Unique Value Based on Social Constructivism

微课理论研究不够深入,应用研究则过于突出技术更新取向,使得微课的平民化与适用于多重学习情境的独特价值无法得到彰显。设计目的不明确、参与者分工零散等是微课价值定位模糊的关键缘由,这将加剧微课制作功利和应付倾向,加剧理论与实践难以接轨等问题。作为建构主义哲学认识论驱动下的典型范式,社会建构主义突出境脉、主动建构、社会协商的理念,这正契合微课的泛在性、灵活性、主动性等特性的理论需求。社会建构主义引领下的微课借助"主题式检索""问题列表呈现""在线讨论平台""总结留言板",适应学习者的需求,并促进互动,以此回归微课的独特价值。

With focuses on technology update rather than in-depth studies of micro-lecture theories,the unique value of micro-lecture( like popularization and applicability in different learning situations) can not be achieved.The undefined design purposes and scattered division of work among participants result in its fuzzy value orientation,which will exacerbate the utilitarianism of micro-lecture and the disconnection between theory and practice.As a typical paradigm driven by epistemology of constructivist philosophy,social constructivism attaches importance to the ideas of context,active construction and social consultation,which is in line with the theoretical requirements of micro-lecture characterized by extensiveness,flexibility and initiative.Under the guidance of social constructivism,the micro-lecture lays more emphasis on the form of problem resources uploaded to the platform,meeting the needs of learners via'theme search',' problem list','online discussion platform'and'summary message board'and promoting the interaction,thus the unique value of micro-lecture being returned.