本研究基于“素养植根”高中语文融媒体智能学习系统，抽取了三项微课大赛与一套融媒体教材中的微课作品，通过问卷调查、教师访谈、样本选取、视频标注、数据收集整理等环节，最终研制了一个微课制作的决策依据框架，为高中语文融媒体教材智能学习平台等场景中的微课研发提供了学术支持，最终助力信息化时代的高中语文教育、融媒体教材建设与学科教学改革。

研究采用了调查研究法与内容分析法，基本成果和研究结论主要有如下三点：

1.明确了高中语文微课制作的现存问题，考察当前中学语文微课制作的整体现状、教师的行为特点与制作困境、学生的微课使用情况与所遇问题等，为决策依据框架的研制夯实现实根基。

2.探索了高中语文微课制作决策的分析维度，确立了一套适用于语文微课制作的决策体系，确立了学生主体性、语文本位论、信息化教学、经济适用性等四项制作原则，甄选了教学内容、教学对象与教学媒体等三个基本维度，为决策依据框架的细化探明方向。

3.研制了高中语文微课制作的决策依据框架，得出3大基本维度、6条细分维度和15个具体指标，并说明了该框架的划分依据、研制思路、指标定义与决策流程等，最终得出以图表形式呈现的微课制作决策依据的雏形。

This study is based on the "Literacy Rooted" high school language integrated media intelligent learning system, three micro-lesson competitions and a set of micro-lesson works in integrated media teaching materials were selected. The study provides academic support for the development of micro-lessons in scenarios such as smart learning platforms for media teaching materials, and ultimately contributes to high school language education, construction of media teaching materials and subject teaching reform in the information age.

The research adopts a survey and research method and a content analysis method, and the basic results and research conclusions are mainly the following three points:

1.The existing problems of micro-course production in senior secondary languages were clarified, examining the current overall status of micro-course production in secondary languages, the behavioural characteristics and production dilemmas of teachers, and the use of micro-courses by students and the problems encountered, so as to consolidate the realistic foundation for the development of a decision-making basis framework.

2.This study explores the dimensions of analysis for decision-making in the production of micro-courses in high school languages, and establishes a decision-making system for the production of micro-courses in languages, establishing four production principles such as student subjectivity, language orientation, information-based teaching and economical applicability, and selecting three basic dimensions such as teaching content, teaching objects and teaching media, so as to explore the direction for refining the decision-making framework.

3.The framework of decision-making basis for micro-course production in senior secondary languages is developed, with three basic dimensions, six sub-dimensions and 15 specific indicators, and the basis for the division of the framework, development ideas, definition of indicators and decision-making process are explained.