CAJ | 학술논문

在进行《基于元认知学习策略的学生自主学习的研究与应用》项目时，通过学习测评反馈，发现很多学生因为领悟程度不同，对于课程的难点、重点、疑点或热点问题需要老师反复讲解或示范，不仅费时费力而且学习效率低下，甚至重复次数过多，影响学习进度以及师生双方参与的积极性。微课作为一种新颖的学习方式和教学形式，不仅可以极大的兼顾和包容学生之间的个体差异，且随时随地辅助有需要的学生，帮助他们掌握好课程内容。本文以《Mark点的设计》为例，探讨如何设计一堂质量较高的微课，以期为相关的教学人员提供一份有益的参考。
재진행《기우원인지학습책략적학생자주학습적연구여응용》항목시，통과학습측평반궤，발현흔다학생인위령오정도불동，대우과정적난점、중점、의점혹열점문제수요로사반복강해혹시범，불부비시비력이차학습효솔저하，심지중복차수과다，영향학습진도이급사생쌍방삼여적적겁성。미과작위일충신영적학습방식화교학형식，불부가이겁대적겸고화포용학생지간적개체차이，차수시수지보조유수요적학생，방조타문장악호과정내용。본문이《Mark점적설계》위례，탐토여하설계일당질량교고적미과，이기위상관적교학인원제공일빈유익적삼고。
During the “Research and Application of Students'Self-study Based on Metacognitive Learning Strategy”(2013SJB880059), there is a big problem according to the evaluation feedback: It takes too much time and energy of teachers to repeatedly explain or demonstrate for the difficulties, key points, doubts or focuses in the class caused by different learning abilities of different students, which is low efficiency and waste of time and energy, even bad for the enthusiasm for teachers and students. Micro-lesson, as a new learning method and teaching mode, takes into account different students'variable abilities and helps the needed students when they need. Here,we take“Fiducial Mark's Design”as an example to disscuss how to design a higher quality micro-lesson as well as to provide a useful reference for relevant teaching staff.