摘要
该文在辨析课与课程概念的基础上,提出应慎重定义并使用微课、微课程、微视频等名词,并试图归纳目前国内混用微课、微课程、微视频等概念的原因,在汲取微型教学视频资源开发与应用研究成果的基础上,提出以认知层次、知识维度、教学因素为框架的微型课例视频资源的三维立体开发模型,以使国内已有大量具有真实进程的课堂教学视频资源得到深度应用。
This paper based on the comparative analysis of the concepts of lessons and curriculum, argues that defining and applying the terms of mini-lesson, micro curriculum and mini-video should be cautious. It synthesizes the cause of the currently confused application of the concepts of mini-lesson, micro curriculum and mini-video across the country. In reference to the research findings on mini video lessons and their resource development and application, this paper proposes a three-dimensional development model with the framework of cognitive levels, knowledge levels and instructional factors, intended to support the extensive use of the mass mini video lesson resources that have already been well developed in our country.
出处
《中国电化教育》
CSSCI
北大核心
2014年第7期100-104,共5页
China Educational Technology
基金
广东省教育科学规划教育信息技术研究专项课题2012年度项目"基于目标分类学的地理微型课例视频资源研究"(课题编号12JXN001)阶段性研究成果
关键词
微视频
微型学习
微课
微课程
微型视频课例
知识目标分类学
Mini Video
Micro Learning
Mini-Lesson
Micro-Curriculum
Mini Video Lessons
Taxonomy of Educational Objectives
作者简介
容梅：中学高级，硕士，教研室科研办主任，研究方向为地理教学、教育技术（shuying@126．com）。
