【作 者】：
吴焕庆， 荆宝坤
【关 键 词 】：
知识建构； 微格教学； 教学模式
【栏 目】：
课程与教学
【中文摘要】：
面对信息化发展的时代要求和数字原住民学生的诉求，教师应从黑板+粉笔中传道授业解惑的传统教师走向技术+创新中传道授业解惑的数字教师。作为培养（职前）教师教学技能重要途径的微格教学也应不断创新、升级和发展，从小组为单位基于技能培养的短期发展微格教学1.0走向集体为单位基于知识建构的协同创新可持续发展的微格教学2.0。基于知识建构的相关理论和方法，我们初步构建了包括个人知识习得、协同知识建构、集体知识创造三个层面的数字微格教学模式，并以曲阜师范大学传媒学院2013级教育技术学本科51名学生为研究对象，在“信息技术课程教学论”微格教学实验中尝试应用了数字化微格教学模式，实施效果表明该模式更好地促进了师范生对教学技能的理解和掌握。
【英文摘要】：
In order to meet the requirements of the development of information era and the demands of digital natives students, it is necessary for teachers to move from tradition to innovation. Microteaching, as an important way to cultivate pre-service teachers' teaching skills, should be constantly innovated, upgraded and developed. Micro-teaching 1.0, which is based on skill training for short-term development in groups, should move to micro-teaching 2.0，which is based on knowledge construction for collaborative innovation and sustainable development in community. Based on the relevant theories and methods of knowledge construction, this study constructs a digital microteaching mode, including personal knowledge acquisition, collaborative knowledge construction and collective knowledge creation. 51 undergraduate students are chosen as research subjects in Qufu Normal University and the digital micro-teaching model is applied in "Information Technology Curriculum Teaching Theory" . The results indicate that this model better promotes the understanding and mastery of teaching skills of normal student.