微课在高校英语课堂教学中的设计应用研究由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“英语微课与课堂教学”。
微课作为21世纪现代信息技术和教育相结合的最新产物，带着强大的生命力，正以健康持续的态势迅猛发展着，并将掀起新一轮的教育教学改革风潮。微课是指以“微视频”为主要载体，包含与相配套的“微教案”、“微练习”、“微课件”、“微反思”及“微点评”等支持性和扩展性资源，记录教师围绕某个知识点或教学环节开展的简短、完整教学活动。
微课以其“短、小、精、趣”的特征，在国内外教育领域中得以快速发展。
一、微课在高校英语教学中的设计存在的问题
微课在国内学术界和教育界对微课的设计、开发及应用模式方面的研究较少，仍然存在许多问题，这主要表现在以下几方面。
（1）选题分散，教学目标不聚焦。选题是微课制作中非常关键的一个环节，这些选题往往是针对某个具体的知识点或主要问题进行设计的。有些微课主题竟包含了一个大单元，例如，“定语从句”，要求学习者掌握的知识点包括：定语从句的特征、界定与翻译、关系代词的区分与识别、限定性与非限定定语从句等等。如此多的知识点使得学习者很难在有限的时间内进行有效地学习。
（2）课前导入太长，微课不短小精湛。导入不能占据太长的时间，而且要有意义。无关的材料与资源会争夺学习者工作记忆中的认知资源，从而分散学习者的学习注意力。此外，在播放完一些视频片段后却不加以分析便直接跳到新内容的学习中去，不可能出现前后呼应的效果。
（3）面授课堂教学的录像版本。目前很多高校教师存在一些针对微课教学的片面认识，部分教师认为微课教学就是较短的录像教学，甚至把原来的精品课录像重新剪辑就当作微课。很多教师只是把传统的一整节课截取成一段一段的演示；依然以教师为中心，灌输式的方法为主的小讲座；从完整的45分钟浓缩到10分钟内的课堂教学。
（4）微课内容的呈现形式单一，难以激发学生兴趣。很多微课的内容连贯性不强，而且比较单调，除了视频和PPT演示外，基本很难看到新鲜的元素。笔者认为，在教学过程中教师可以把卡通动画、电子黑板等引入到微课，这些形式更容易贴近学生，抵消现有微课教学现状可能造成的应用效果的大打折扣的现象。
二、微课的教学设计
教师要在微课设计的首要任务就要找好定位，要对微课有清晰、准确的认识，以便及时调整设计策略，保障学习者的使用效果。本文将从微课的内容选择、教学设计两个方面来探讨高校英语教学的微课设计。
（一）内容选择
教学内容选择，是微课设计的第一步，也是至关重要的一步，它直接决定了微课要传达给学习者什么样的内容，后面的每一步都要围绕确定好的教学内容来展开。内容选择应是学生感兴趣的一般性问题。笔者认为，对于学生感兴趣的一般性问题，制作以专题为单元，以此来弥补课堂教学学时不足而造成的教学内容受限这一缺点。由于这些微课视频所讲授的知识点都是学生所感兴趣的，学生在课堂上会积极地观看和学习教学视频，与老师产生互动，进而提高课堂教学效果。
（二）教学设计
内容确定之后，具体的微课教学设计也会影响到最后完成的微课视频能否成为一个成功的教学手段，笔者认为以下是微课教学设计环节中应该注意的一些要点。
（1）选题要精悍具体。“短、小、精、趣”是微课的典型特征，因此，微课带有明显的知识点标签，微课检索类似于查字典的方式。这就要求教师在给一个微课视频命名的时候必须做到准确、凝练，避免出现主题大内容小的情况。
（2）表现形式多样化。在微课设计制作中，对于一些理论性的教学内容除了采用文字配以教师讲解的表现形式外，还可以通过相关图片、视频、音频、动画等形式来辅助教学。这样不仅可以加深学习者对这一知识点的理解，并且有利于提升学生的学习兴趣，达到良好的教学效果。
（3）教学逻辑要清晰。微课教学也应遵循一定的逻辑性和条理性。需要在起始部分应力求在短时间内抓住学习者的注意力和学习兴趣；另外知识点的导入、讲解和归纳总结在整个微课视频中所占比重应处理得当。
三、微课在高校英语课堂教学中的应用实践
（一）微课在传统面授教学中的应用
教师可将教材的重点、难点、易错点等制作成微视频让学生自主学习，帮助学生理解难懂的问题，师生互动讨论。不少高校在大学英语教学上积极应用“微课”这种全新的形式。在面授教学中，微课可以在课堂中承担不同的角色。在导学环节，微课可以承上启下之前的课程内容，并引入新内容；利用微课为学习者提供支架，帮助学习者建构知识，促进学习者对知识的深度了解和掌握。
（二）微课在翻转课堂中的应用
由于现代信息技术的普及，教师需要“翻转课堂”，改变过去的传统授课模式。课堂上学习者和教师开展讨论、内化知识、拓展提升。在教学方式上，通过新型教学模式的应用，使学习方式由被动式向主动式、互动式学习转变，以学习者合作自主学习为主的整合探究模式。最终目的是将移动学习、个性化学习代替灌输式的、教条化的学习，提高学习效率，增强教学效果，实现教学的内在价值。
四、小结
微课作为近几年国内外迅速发展起来的一种新型教学资源，在教育教学领域的应用前景不可小觑。总之，随着微课实践的不断丰富和相关研究的逐步深化，微课与高校英语课堂教学的融合必将更加紧密。将微课引入到大学英语教学之中，有效地解决了传统英语教学中的一些不足，并且能够大幅度地提升课堂教学效果，培养学生良好的英语应用能力，最终培养适应社会需求的高素质、应用型、技能型人才。
As a new product of the combination of modern information technology and education in twenty-first Century, it has a strong vitality, is developing rapidly with the healthy and sustainable development, and will set off a new wave of education and teaching reform.Micro course is refers to “micro video as the main carrier, contains and matching of micro teaching plan”, “micro practice”, “micro courseware”, “micro reflection and micro comment” support and expansion of resources, teachers recorded around a knowledge point in teaching brief, complete teaching activities.Micro because of its “short, small, fine and interesting” features, the rapid development at home and abroad in the field of education.The problems in the design of the micro cla in College English Teaching There are still a lot of problems in the design, development and application of micro leon in the domestic academia and educational circles.This is mainly reflected in the following aspects.(1)the selected topic is scattered, the teaching goal is not focused.The topic selection is a very important part in the production of micro leon, which is usually designed for a specific knowledge or main www.daodoc.com www.daodoc.com problem.Some micro subject cla actually contain a unit, for example, attributive clauses “, learning to master the knowledge points, including: characteristics of attributive clause, definition and translation, relative pronouns distinguish and identify, restrictive and non restrictive attributive clause and so on.So many knowledge points make it difficult for the learners to learn effectively in a limited time.(2)before the introduction of the cla is too long, the micro leon is not short and exquisite.Import can not take too long, and it should be meaningful.Irrelevant materials and resources will be competing for the cognitive resources in the working memory of the learners, so as to distract the learner's attention.In addition, after playing some video clips but not to be analyzed will jump directly to the new content of learning, it is not poible to appear before and after the effect of echo.(3)face-to-face claroom teaching video version.At present, many university teachers have some one-sided understanding of the micro teaching, some teachers believe that the micro teaching is a short video teaching, and even the original fine leon video clip as a micro leon.Many teachers just take the traditional leon of a whole leon for a period of time to the demonstration;still to the teacher as the center, the method based on a small lecture;from the complete 45 minutes to 10 minutes of claroom teaching.(4)the content of the micro cla presents a single form, it is difficult to stimulate students' interest.A lot of micro cla content continuity is not strong, and more monotonous, in addition to video and PPT demo, the basic is difficult to see the fresh elements.The author believes that in the proce of teaching teachers can the cartoon animation, electronic blackboard into the micro cla, these forms easier to draw close to the student, offset existing micro teaching present situation may be caused by the effect of greatly reduced the phenomenon.Two, micro leon teaching design Teachers should find a good position in the primary task of the micro leon design, to have a clear and accurate understanding of the micro cla, in order to adjust the design strategy in time, to ensure the effectivene of the use of learners.This paper will discu the design of micro leon in College English teaching from two aspects of the content selection and teaching design.(a)content selection The choice of the teaching contents, is the first step in the design of micro cla, is a crucial step.It directly determines the micro leon to convey to the learner what kind of content, behind every step should be around certain teaching content to expand.Content selection should be the general www.daodoc.com www.daodoc.com problem of students' interest.I think, for the general problem of students interested in the production of special topics for the unit, in order to make up for the lack of claroom teaching hours caused by the lack of teaching content.Because these micro leon video teaching knowledge points are interested in the students, students in the claroom will actively watch and learn the teaching video, and the teacher produce interaction, and then improve the claroom teaching effect.(two)instructional design After the determination of the content, the specific micro teaching design will affect final micro video leons can become a succeful teaching method, the author thinks that micro teaching design proce should pay attention to some of the points.(1)subject to lean concrete.”Short, small, fine, interest" is the typical characteristics of the micro cla, therefore, the micro cla with a clear knowledge of the label, micro cla retrieval similar to the way to look up the dictionary.This requires that teachers in naming a micro leon video must do accurate, concise and avoid large topic content.(2)the diversification of the form of expreion.In the fabrication of micro cla design, for some of the theories of the teaching content in addition to the text with the teacher explain the manifestation of, can also through pictures, video, audio, animation and other forms to aist teaching.This not only can deepen the understanding of this knowledge, and is conducive to enhance students' learning interest, to achieve good teaching results.(3)the teaching logic should be clear.The micro teaching should follow certain logic and rationality.Need in the initial part should strive to seize the learner's attention and learning interest in a short time;in addition to the knowledge of the introduction, explanation and summary of the whole micro leon video in the proportion should be handled properly.Three, micro cla in College English claroom teaching in the application of practice(a)application of micro courses in traditional face-to-face teaching in Teachers will be teaching key and difficult, error prone points formed by micro video and let students learn.
