【摘要】：微課作為一種新的教學(xué)資源,已經(jīng)逐漸被高職院校教師所接受,基于微課的教學(xué)模式也逐漸被高職學(xué)生所接受。文章以高職院校教師對(duì)微課的認(rèn)識(shí)為起點(diǎn),剖析微課在高職教學(xué)應(yīng)用中的一些誤區(qū),提出了微課制作始終遵循設(shè)計(jì)大于技術(shù)的原則、微課制作必須從教師中來(lái)到學(xué)生中去、探索移動(dòng)學(xué)習(xí)與課堂學(xué)習(xí)的完美對(duì)接三個(gè)建議,以期更有效地提高微課的教學(xué)功能。
[Abstract]:As a new teaching resource, micro-course has been gradually accepted by teachers in higher vocational colleges, and the teaching mode based on micro-course has been gradually accepted by higher vocational students. Based on the teachers' understanding of microcourses in higher vocational colleges, this paper analyzes some misunderstandings in the application of microcourses in higher vocational education, and puts forward the principle that microcourse making always follows the principle of "design is greater than technology", and that microcourse making must come to students from among teachers. In order to improve the teaching function of micro-class, the paper explores the three suggestions of perfect connection between mobile learning and classroom learning.
【作者單位】： 浙江國(guó)際海運(yùn)職業(yè)技術(shù)學(xué)院;
【基金】：浙江省教育技術(shù)研究規(guī)劃課題“基于信息化教學(xué)模式的網(wǎng)絡(luò)教學(xué)平臺(tái)建設(shè)與研究”(編號(hào):JA063),主持人:李永廣
【分類號(hào)】：G434;G712

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