基于动力背景的微课设计及应用探索——以“电子产品维修”课程为例

Design and Application Exploration of Micro-course Based on the Motivation——Taking the Course “Electronic Products Maintenance” as an Example

近年来,微课由于主题突出、目标明确、短小精悍、不受时空限制、符合高职学生学习特点等而得到推广应用。但是,在高职院校中,由于微课设计制作与实施缺乏针对性,对微课教学的认识及管理评价重视不够,再加上学生普遍存在学习动力不足,导致微课学习效果不尽人意。为此,文章以"电子产品维修"课程为例,从内容实用性、教学适应性和技术先进性等影响微课学习的动力因素出发,按"低、中、高"三种难度系数设计制作系列微课,通过MOODLE平台进行分层教学及全面管理,将微课学习的过程评价列入课程考核评价,来有效解决当前高职院校微课学习效果欠佳的问题。

In recent years, the micro-course has been popularized in higher vocational colleges because of its clear teaching goal, short duration, simple content, not being limited by time and space,and its accordance with the learning characteristics of higher vocational students. However, the learningresult of micro-course is not satisfactory due to lack of the pertinence in design and implementation ofthe micro-courses, lack of importance to teaching and management evaluation and lack of generallearning motivation of micro-courses for students. To solve this problem, we have contrived a series ofmicro-courses starting from＂low, medium and high＂levels of difficulty by taking the course＂ElectronicProducts Maintenance＂as an example. The stratified teaching and comprehensive management is implemented on MOODLE platform by taking the learning motivations of content practicability,instructional adaptability and technological advancement about micro-courses into account. In the end,the problem of poor learning effect of micro-courses is solved resorting to the above solutions as well astaking the learning process evaluation as a part of the curriculum assessment in higher vocational colleges.