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微课程的出现,从形式上迎合了目前“碎片化”和“微型化”的教育和学习模式,使得信息素养教育不受时间和空间限制,为大学图书馆更好地推进信息素养教育提供了契机。但是目前以问题为导向、面向模拟学习情境的微课程,其知识单元松散而缺乏组织性,不利于知识体系的建立和学习效果的跟踪。上海交通大学图书馆尝试将常规的讲座式信息素养培训课程解构为若干个基本知识单元,并通过课程设计将这些知识单元组织成为知识树,建立良好的学习引导和跟踪反馈机制,探索构建“学、教、管”三维一体的信息素养微课程管理模式。
The emergence of micro-curriculum has met the current mode of education and study of “fragmentation” and “miniaturization” so as to make the information literacy education free from time and space constraints and promote the information for university libraries better Literacy education provides an opportunity. However, the current problem-oriented micro-curriculum for simulated learning situations, its knowledge unit is loose and lack of organization, is not conducive to the establishment of knowledge system and the tracking of learning outcomes. Shanghai Jiao Tong University Library attempts to deconstruct conventional lecture-oriented information literacy training courses into several basic knowledge units and organizes these knowledge units into a knowledge tree through curriculum design, establishes a good learning guidance and tracking feedback mechanism, and explores the construction of “ Learning, teaching, management ”three-dimensional information literacy micro-curriculum management model.