对当下中国微课普及方式的批判性思考:基于微课制作过程的一项自我民族志研究

Critical thinking on the micro-lecture promotion methods in the recent Chinese context:autoethnography of the production of a micro-lecture

本研究采用自我民族志(autoethnography)的研究方法,通过讲述研究者本人制作一个微课参赛作品所经历的过程来探讨教师知识、技术与教学之间的关系。本研究认为,决定微课质量的不是电脑制作技术,而是教师个人实践性知识。建议在慕课、微课的起步阶段,不要急于设定各项制作要求和标准,把微课做成标准统一的展示品,而应创造适宜条件,鼓励教师在现实的教学情境中结合学科特点、学习者水平以及教学过程中的真实需求来设计适用于不同教学环节的微课,增强微课的探索性和开放性。研究呼吁教师通过对教育技术的积极实践和自我研究的质性研究方法主动探索教学和技术的关系,进一步加深对教学的理解,拓宽教学思路。

Using the self-study method of autoethnography,the study provides a detailed documentation of the process used by the author to produce a micro-lecture.The aim is to better understand the relationship between teacher,teaching and technology in producing a technology mediated teaching mode of micro-lecture.It argues that the quality of a micro-lecture cannot ultimately be attributed to the computer technology but is a result of the richness and depth of a teacher’s personal practical knowledge.For policy makers and educational administers,it carries two implications;a) In the initial stage of MOOC development more genuine motives need to be developed among teachers;b) Besides the parameters set up for teachers to produce micro-lecture exhibits,more openness of defining,designing and using micro-lecture could be conductive for teachers to explore and find the value of integrating micro-lecture into their everyday teaching.