【摘要】：微課堂是教育信息化和移動互聯(lián)網(wǎng)時代的融合產(chǎn)物,順應了人們快捷精準學習的需求。在線微課堂的建設規(guī)范是實現(xiàn)未來移動便捷學習的重要基礎。該文旨在以管理學理論中的"渠道—產(chǎn)品—客戶"三者匹配模型(簡稱CPC模型)為理論指導,構建在線微課堂中的"學習平臺—微課—學習者"三者之間的匹配關系,以企業(yè)在職學習者和在校學生兩類群體為對象,選取小規(guī)模樣本調(diào)研為實踐依據(jù),探索出不同類型的微課內(nèi)容在建設過程中面向不同學習者群體的要素集合。研究發(fā)現(xiàn),兩類調(diào)研對象在基礎理論課、素質(zhì)提升課和崗位技能課三類不同的微課領域?qū)?nèi)容的呈現(xiàn)要素和技術手段的實現(xiàn)要素均表現(xiàn)出了一定的差異性,這些研究結論將為微課內(nèi)容組成和系統(tǒng)架構提供相對科學的建設依據(jù)。
[Abstract]:Micro-classroom is the fusion product of educational information and mobile internet era, which conforms to the demand of people to learn quickly and accurately. The construction standard of online micro classroom is an important foundation to realize mobile and convenient learning in the future. Under the guidance of the "channel-product-customer" matching model (CPC model) in management theory, this paper aims to construct the matching relationship among the "learning platform-micro-lesson learners" in online microclassroom. This paper takes two groups of in-service learners and students as the object, selects the small scale sample investigation as the practice basis, explores the different types of microcourse content in the construction process facing the different learner group essential factor collection. The study found that the two kinds of research objects in the basic theory course, quality upgrading course and post skills class three different micro-course areas of the content presentation elements and technical means of the implementation of the elements have shown some differences. These conclusions will provide a relatively scientific basis for the content composition and system architecture of micro-class.
【作者單位】： 北京郵電大學網(wǎng)絡教育學院;北京郵電大學經(jīng)濟管理學院;
【分類號】：G434
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本文編號：2383197