关于微课评价体系的研究

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Abstract Microlecture has caught the attention of the education system as well as scholars. This paper first looks at the definitions and historical context of the microlecture. Then it focuses on the evaluation systems that are currently in use, and conducts a comparative investigation and also conducts comparative analysis of several evaluation systems of the microlecture from different sources. Also, the author collects and summarizes literature from scholars who have probed into evaluation system already. Thirdly, this paper conducts a survey and several interviews to see the opinions and suggestions on microlecture evaluation systems from microlecture learners and producers. In the last part, the author provides some suggestions on constructing valid microlecture evaluation systems.53804

Key words: microlecture; evaluation; evaluation system;

关于微课评价体系的研究摘要微课眼下正获得教育系统以及专家学者的极大关注。本文首先回顾了微课的定义和背景，然后针对目前几个正在使用的微课评价系统进行了比较分析，援引、总结了部分学者对微课评价体系的研究。第三部分中，作者对微课的学习者以及制作人进行了调查研究。最后，根据实际调查以及文献资料分析，作者对微课评价体系建设提出了意见和建议。

毕业论文关键词：微课；评价；评价体系

Contents

I. Definitions and Current Status 1

1.1 Origins and definitions of microlectures 2

1.2 Development of microlecture in China 3

1.3 Relative experience abroad 4

1.4 Underlying problems of microlecture 4

II. Current Evaluation Systems for Microlectures 5

2.1 Comparison between NMC and NUMC on evaluation criteria 5

2.2 Criterion from other competitions 7

2.3 Literature review on microlecture evaluating system 7

III. Survey and Interviews on the Microlecture Evaluation System 12

3.1 Data analysis of the questionnaire----from learner’s perspective 13

3.2 Data analysis of the interviews----from producer’s perspective 18

IV. Suggestion and Conclusion 23

I. Definitions and Current Status

1.1 Origins and definitions of microlectures

It seems that people now are stepping into a “micro age”, micro blog, micro movie, micro novel and so on. In the field of education, there is another “micro” product----microlecture. Microlectures have been a heated topic due to the fast development of technology and mobile communication devices. Nonetheless, the most crucial factor here is in its identifying features: short and concise.

So what is microlecture exactly? The concept of microlecture did not come into being until the late 20th century. Compared to traditional lectures, it is, in a way, a new concept which has not been adequately defined yet.

Its origin dates back to 1993, when an organic chemistry professor, LeRoy A. McGrew (1993) from University of Northern Iowa came up with the idea of “a 60-second course in organic chemistry”. He maintained that the one-minute course should be pided into three parts: general introduction, explanation and interpretation, specific example-the chemistry of life. He also believed that much can be done during daily communications among non-science majors or general public to understand professional knowledge if people are able to tell an effective story without presenting the whole. To sum up his opinion, what “a 60-second course” does is to provide key information which is being selected by the presenter and is approachable to laymen. Two years later, Professor Terence Kee (1995) from Napier University prompted his students to give a one-minute speech on a specific topic, which is named as “one minute lecture, OML”. During the process, he thought, students could be able to grasp core concepts in specific fields.