移动“微学习”的制约因素及实施策略——以高职英语为例

The Restraining Factors of Mobile Micro-learning and Strategies for Implementation——Taking the Course of English as an Example

移动互联技术的发展为“微学习”的实施提供了技术支持和学习资源,也给高等学校信息化教学改革带来契机。然而由于“微学习”本身的非正式性以及手机等移动设备的高度诱惑性,高职学生的“微学习”效果却不尽如人意。分析了制约高职学生“微学习”有效性的因素,提出实施“微学习”模式的五个原则,即资源的针对性、方式的便捷性、过程的连通性、学习的自主性和恰当的激励性,并以英语课程为例,说明“微学习”模式在高职教学中的具体实施方法和成效。

The development of mobile interconnection technology provides technical support and learning resources for micro-learning as well as good opportunity for information-based teaching reform. However,because of the informality of micro-learning and the high temptation of mobile devices,the effect of micro-learning is far from being satisfactory. The paper analyses the restraining factors of micro-learning,and proposes five principles for its effective implementation,including the targeted resources, the convenient platform,the connectivity of the learning process,the autonomy of the learner and the appropriate incentives. The English course is taken as an example to illustrate the process and effects of implementing micro-learning in vocational teaching.