微课程设计模式研究——基于国内外微课程的对比分析

Research on a Micro-lecture Design Model through Comparative Case Study

2008年，美国教学设计师David Penrose对微课程(Micro-lecture)理念作了系统阐释，很快在实践层面就出现了一些有益的尝试并成为热点。然而，目前关于微课程的研究大多仍在阐释其理念与应用前景，故需要对实践中的微课程模式进行深入的审视与总结，以期为微课程理念如何更好地促进学生学习寻求启示。本文首先对微课程缘起进行梳理，指出微课程与微型学习(Micro-learning)、微型课程( Micro-lesson) 等"微"概念有所区别，但又遵循相同的教育思想；然后采用内容分析法，融合网络课程评价标准与微课程理念作为新的分析框架，对国内外有代表性的微课程网络学习资源(可汗学院、TEDEd、佛山微课)的设计进行比较，寻求微课程理念的共性与特性；最后融会三者优势，建构能有效促进学习的微课程模式。

The idea of "micro-lecture" was proposed by an American instructional designer Mr. David Penrose in 2008. The idea was soon implemented in practice and gained certain success. However, existing literature remains on describing the superficial features of smicro-lectures and their premises; it is necessary to look closer of such lectures in order to guide instructional design. By reviewing the origin of micro lectures, the study explored the differences between micro-learning, microesson and other "micro-s" , and discovered their common underpinning educational theories. The authors then conducted content analysis by using online course evaluation criteria and micro-lecture ideas as new analytical framework. This analysis examined sample domestic and international online learning resources such as Khan Academy, TEDEd, and Feshan Micro-lecture. The commonalities and differences between micro-lectures of the different types were explored. At last, a model of desired micro-lectures was developed.