微課程平臺(tái)設(shè)計(jì)及應(yīng)用研究

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摘要 當(dāng)前移動(dòng)網(wǎng)絡(luò)、智能手機(jī)和平板電腦的迅速發(fā)展與普及，使在線學(xué)習(xí)和移動(dòng)學(xué)習(xí)成為一種新的發(fā)展趨勢，隨時(shí)隨地進(jìn)行智能化學(xué)習(xí)成為可能。這種學(xué)習(xí)方式突出學(xué)習(xí)的靈活性和互動(dòng)性，強(qiáng)調(diào)學(xué)習(xí)內(nèi)容的微型化和碎片化，需求信息容量相對(duì)短小、注意保持要求較低的學(xué)習(xí)資源。
微型課程是在學(xué)科范圍內(nèi)針對(duì)某一概念或主題設(shè)計(jì)的課程框架，有一系列半獨(dú)立的單元（專題）組成，這種單元不是根據(jù)學(xué)科的知識(shí)及邏輯體系來劃分的，而是根據(jù)教師和學(xué)生的興趣以及主體社會(huì)活動(dòng)的經(jīng)驗(yàn)、教師能力、社會(huì)發(fā)展的需求來編訂的。它的內(nèi)容相對(duì)比較獨(dú)立、單一，大多數(shù)內(nèi)容是根據(jù)學(xué)生和教師們共同的興趣開發(fā)的，更側(cè)重于知識(shí)的深度而非廣度。微型課程不同于大型課程主要在于課程時(shí)間段。能夠?yàn)閷W(xué)生提供“自助餐廳”的資源，幫助學(xué)生理解一些核心概念和一些要求掌握卻難以理解的技能，能夠在短時(shí)間內(nèi)江學(xué)生的注意力集中在某一個(gè)單一的主題上，減少學(xué)生分神的機(jī)會(huì)，讓學(xué)習(xí)者在短時(shí)間內(nèi)掌握知識(shí)、技能，給學(xué)習(xí)者帶來極大的滿足感和成就感。
將教學(xué)目標(biāo)聚焦在某一個(gè)環(huán)節(jié)上，利用最短時(shí)間講解一個(gè)知識(shí)點(diǎn)、教學(xué)重點(diǎn)、難點(diǎn)、疑點(diǎn)、考點(diǎn)或作業(yè)題、考試題、模擬題等的一種微型教學(xué)。微課程相當(dāng)于一堂課的一個(gè)切片，通過這個(gè)切片，可以促進(jìn)學(xué)生學(xué)習(xí)行為的發(fā)生和心智的發(fā)展，體現(xiàn)教師的助學(xué)智慧。微課程的核心內(nèi)容是課堂教學(xué)片段，同時(shí)還包含與該教學(xué)主題相關(guān)的微教案、微課件、微練習(xí)、微反思、微點(diǎn)評(píng)等輔助性教學(xué)資源，在微課程講授完畢之后，還伴隨提供習(xí)題、練習(xí)測試等資源供學(xué)習(xí)者鞏固知識(shí)微課程的核心價(jià)值在于“微”：微內(nèi)容、微故事、微問題、微研究，內(nèi)容直指具體問題，關(guān)注“小故事、小現(xiàn)象、小策略”，主題突出，一事一議，一事一課，著重關(guān)注常態(tài)的教育教學(xué)事件，將知識(shí)進(jìn)行碎片化、情景化、可視化處理，使之為智能手機(jī)、平板電腦等各種便攜式終端提供內(nèi)容服務(wù)。

關(guān)鍵詞 微課程 知識(shí)點(diǎn) 移動(dòng)設(shè)備


Platform Design and Application about Micro Course Based on Researching M-eLearning
Abstract At present, with the rapid development and popularity of mobile network,smartphone and tablets, make online learning and mobile learning into a new developing trend of the intelligent learning whenever and wherever possible. This highlights the flexibility of learning and interactive learning way, emphasizing the learning content of miniaturization and fragmentation, demand information capacity is relatively short, keep demand low learning resources.
Miniature course is within the scope of the subject on a particular concept or them design curriculum framework, a series of semi-independent unit (subject), the unit is not divided acc ording to the discipline knowledge and logical system, but according to the teacher and the students' interest as well as the main social activity experience, teachers' ability, the development of the society needs to compile. Its content is relatively independent, single, most of the content is according to the common interest in the development of students and teachers, focus more on breadth rather than depth of knowledge. Miniature course is different from the large course mainly lies in the time period. To provide students with the "cafeteria" resources, help students to understand some of the core concepts and some requirements to master is difficult to understand the skills, can in a short time of neijiang students focus on a single subject, decreases the chance of students distracted and allow learners to master the knowledge and skills in a short time, give learners a great satisfaction and a sense of achievement.
Teaching goal focused on a certain link, use the shortest time to explain in detail a knowledge points, teaching emphasis, difficulty and doubt, test or homework assignments, exams, simulation problem of a micro teaching, etc. Micro coursecan promote students' learning behavior and mental development, reflect the teachers' educational wisdom. Micro course of classroom teaching is the core content of the fragment, at the same time also contains topics related with the teaching of lesson plans, micro courseware, practice, reflection, micro reviews and other auxiliary teaching resources, in the course teaching, also accompany with problem sets, practice test resources for learners to consolidate the knowledge core value lies in the "micro" micro course: micro content, micro story, micro issues, micro research, content at specific problems, focus on "small story, small, small strategy", outstanding theme, one project one discussion, of a class, focus on normal education teaching events, will be knowledge fragmentation, contextualized, visual processing, make for smartphones, tablets and other portable terminal to provide content services.
Key word ： Micro course knowledge point Mobile devices

目 錄
第一章 微課程的概述及應(yīng)用 1
1.1引言 1
1.2微課程的概念和意義 1
1.3 日常生活微課程的應(yīng)用 3
第二章 微課程設(shè)計(jì)原則 4
第三章 客戶端和服務(wù)器端（client和service） 8
第四章 android版微課程設(shè)計(jì) 9
4.1 android系統(tǒng)介紹 9
4.2移動(dòng)端資源的獲取 9
4.3 android版本微課程的界面設(shè)計(jì) 10
4.3.1主界面 10
4.3.2課程界面 11
4.4主要的代碼實(shí)現(xiàn) 16
4.4.1界面 16
4.4.2填充數(shù)據(jù) 18
4.5評(píng)估標(biāo)準(zhǔn) 20
4.5.1獲取（access..