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微课在心理测量课程建设中的潜在价值与挑战

The Potential Value and Challenges of Microlecture in the Development of Psychological Measurement Courses

教育研讨 / 2024,6(5)：1259-1263 / 2024-09-14 53 56

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• 作者： 李金德     
• 单位：

  广西民族大学教育科学学院，南宁

• 关键词： 微课；心理测量；课程建设；个性化学习
• Microlecture; Psychological measurement; Course development; Personalized learning
• 摘要： 本研究探讨了微课在心理测量课程建设中的潜在价值与挑战。微课作为一种基于短时、高效、集中传授特定知识点的教学形式，近年来随着信息技术的迅速发展，在教育领域得到了广泛应用。本文首先简要回顾了微课的发展历程。接着，结合教学设计理论，分析了微课在心理测量课程中的应用价值，尤其是在增强理论知识理解、促进实践技能掌握、提升学生个性化学习以及灵活管理教学资源等方面的优势。同时，文章也指出了微课应用过程中面临的挑战，如课程设计要求高、教师和学生的技术水平差异以及学习效果的评估问题。最后，本文提出了混合式教学模式结合、教师专业发展以及增强互动反馈等未来改进方向，以期更好地实现微课在心理测量课程中的深度融合和应用推广。
• This study explores the potential value and challenges of microlectures in the development of psychological measurement courses. As a teaching method based on the short, efficient, and focused delivery of specific knowledge points, microlectures have gained widespread application in education with the rapid advancement of information technology in recent years. This paper first briefly reviews the development of microlectures. Then, in conjunction with instructional design theory, it analyzes the application value of microlectures in psychological measurement courses, particularly in enhancing the understanding of theoretical knowledge, promoting the mastery of practical skills, improving personalized learning, and flexibly managing teaching resources. The paper also identifies challenges faced during the application of microlectures, such as the high demands of course design, differences in the technical proficiency of teachers and students, and issues related to the evaluation of learning outcomes. Finally, the paper suggests future directions for improvement, including the integration of blended learning models, the professional development of teachers, and enhanced interactive feedback, to better achieve the deep integration and wider application of microlectures in psychological measurement courses.
• DOI： https://doi.org/10.35534/es.0605166
• 引用： 李金德．微课在心理测量课程建设中的潜在价值与挑战［J］．教育研讨，2024，6（5）：1259-1263．