“微课教学”概念的认知状况——基于“中国知网”文献标题的分析

Cognitive Status of Micro-teaching Concept: Analysis Based on the Literature Title of CNKI

微课教学作为一种新的教学形式,受到教育研究者和实践者的普遍关注。但相关概念的使用一直存在着歧义。本文采用内容分析法,以“中国知网”数据库中“篇名”含有“微课教学”概念的1140篇文献为样本,了解研究者对“微课教学”及其下属概念的认知状况。研究结果表明:除微课应用类和微课资源类概念外,“微课教学”及其下属概念均容易产生歧义甚至误解。而“微课教学”作为上位概念比其下属概念更容易产生混淆,掺杂多学科含义的概念比教育技术领域的常用概念更容易混淆,并且这种现象不会随着时间的推移而自行发生改变。

As a new form of teaching, micro-teaching has received widespread attention from educational researchers and practitioners. However, the use of related concepts has always been ambiguous. This paper adopts content analysis method, taking the 1140 articles containing micro-teaching concept in the database of CNKI as a sample, to understand the researcher’s cognitive status of micro-teaching and its subordinate concepts. The results show that micro-teaching and its subordinate concepts are prone to ambiguity and even misunderstanding, except the concept of micro-course application and micro-course resources. An upper concept is more likely to cause confusion than a subordinate one, and the concept of multidisciplinary meaning is more likely to be confusing than those commonly used in the filed of educational technology. And this phenomenon will not change naturally over time.