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随着云计算、网络存储、网络带宽的快速发展,视频流的传输与存储的相关技术瓶颈得以突破,因而,以微视频为载体的各种教学资源成为教学中的常态资源。近三年来,国内已经积聚了大量的微视频资源,这样的微视频资源通过很好的组织形式与相关教材、学案等配合使用,就形成了微课程,并在教学实践中得到了较好的运用。然而很多学者认为,微视频的使用没有逃脱“观看接受”的接受式教学方式。实际上,“观看接受”是教科书、导学案、微视频等固化了的
With the rapid development of cloud computing, network storage and network bandwidth, the related technical bottlenecks of video streaming transmission and storage have been broken. Therefore, various teaching resources based on micro-video have become the normal resources in teaching. In the past three years, a great deal of micro-video resources have been accumulated in China. Micro-video resources such as micro-video resources have been formed through the use of well-organized forms and related textbooks and case studies. Micro-curricula have been formed and have been well implemented in teaching practice The use of. However, many scholars believe that the use of micro-video does not escape the “view-accepted” teaching mode of acceptance. In fact, “View Accepted ” is a textbook, tutorial, micro-video and so on cured