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1、InternationalConferenceonAdvancedInformationandCommunicationTechnologyforEducation(ICAICTE2014)MicrolectureDesignandResearchBasedonKnowledgePointObjectificationunderSelf-regulatedLearningEnvironment1,a2,b*3,cRuiFan,HaiguangFangandBaocongJiao1,2,3No:1
2、05,Westnorthringroad,NorthstreetHaidiandistrict,BeijingChinaabcfanruir2@163.com,fanghaiguang@gmail.com,jiaobc3093@126.com*HaiguangFangAbstract.Asanewlearningapplicationformofself-regulatedlearning,informallearningandmobilelearning,microlectureappears
3、specialcontentcarrierinonlineeducationalecologicalsystem,whichbecomesasfocustopiconaccountofitscharacteristics-adaptingtomanyapplicationsandsuitedfordifferentneedsoflearners.Thispaperproposedamethodofknowledgepointobjectmicrolecturedesignbasedonlearn
4、ingknowledgepointunderself-regulatedlearningenvironment.Componentlogicrelationofmicrolectureresourcewasanalyzed,andinspectionrulesofknowledgepointobjectifiedmicrolectureresourcestructurewasdeveloped.Inordertoimprovethelearners'learningefficiency,prom
5、otetheconstructionofself-regulatedlearning,informallearningandmobilelearning,therulescanprovideeffectivelearningsequencesandpathsforlearnerbyself-regulatedlearningalgorithm,whichiselaboratedbythecaseofself-regulatedmicrolectureenvironmentonmathematic
6、sinmiddleschool.Keywords:Microlecture,Knowledgepointobjectification,Self-regulatedlearningenvironment,Self-regulatedlearningalgorithm.自主学习环境下的知识点对象化微课程设计研究1,a2,b3,c范蕊，方海光，焦宝聪1,2,3首都师范大学教育技术系，北京，中国abcfanruir2@163.com,fanghg2013@163.com,jiaobc3093@126.
7、com*方海光©2014.Theauthors-PublishedbyAtlantisPress283[6]的重要技术途径。学习对象的出现的更为中文摘要.微课程作为自主学习、非正式学习深层、本质的原因是要解决e-Learning领域和移动学习的应用形态在在线教育生态系统呈现出的教育资源混乱无序、隔离独占、简[7]中成为新的内容载体，其适应多种应用情境单重复、共享缺乏及低效检索等问题。本和适合多种学习者需求的特征使其成为研究文提出了知识点对象化微课程的设计描述方热点。本文基于自主学习环境下的学习内
8、容法，目的是提升学习者的绩效。将知识点对知识点，提出了知识点对象化微课程的设计象化微课程进行如下定义：以有利于学习者描述方法，对微课程资源对象的组织逻辑关接受为前提，将从教材中提取出的知识点对系分类进行了系统分析，并说明了知识点对象化资源按照逻辑关系在微课程单位课时范象化的微课程资源结构“冲突”检查规则，围内进行重组，并与一定的活动相融合，同从而通过自主学习环境中的自主学习算法为时借助相应的多媒体教学辅助软件形成的易学习者提供有效的学习顺序和路径，并通过于自主学习和非正式学习的微课程。其概念“初
