微课程的出现为传统的教学带来了新契机，在科技进步与国家政策的支持下， 微课程用于教学成为可能并日益成熟。然纵观七年(2011-2018)来微课程的发展， 笔者发现其资源包内部构成成分与外部组织方式多样，尚未形成明晰稳定的内容 构成与组织方式模型。这就导致学校或教育机构在设计和建设微课程资源包时缺 乏统一的章法。微课程资源包的结构不规范，直接影响了学生的学习效果。 本文从已有优质微课平台的资源结构入手，基于学生需求调查和文献分析， 形成了微课程资源包在内容构成与组织方式方面的结构模型。依据此模型，在教 学设计理论指导下开发了 2 门课程的配套资源包，并应用于教学实践活动。笔者 通过学习支持平台收集了大量反映学生实际学习行为的客观数据，基于客观数据 所反映的规律有针对性地进行问卷调查和师生访谈，获得了一线师生对微课程资 源包结构的主观意愿，分别从客观和主观两个维度探讨了微课程资源包的结构模 型（内容构成、资源组织模式）。 本文提出了微课程资源包的结构模型并对其进行了论证。研究发现：(1)微 视频是微课程资源包的核心，相比于课堂实录视频等常见的学习支持形式，学生 对微视频更加认可；(2)面向知识点的配套图文材料非常重要，对于学生巩固并 强化知识体系、掌握知识细节具有不可替代的作用；(3)面向学生的自诊断习题 对学生及时地查缺补漏非常关键，深受学生欢迎；(4)从一门课程或一个知识章 节来看，相关微视频之间的结构化和组织模式极为关键。线性排列的微课程资源 包不利于学生实现有意义知识结构。基于概念图（或思维导图）的资源包组织模 式对学生从全局把握知识体系更有效。 在实证研究过程中也发现了若干维度的个体差异性规律，例如，在实践性较 强的计算机类课程中，应为学生的线上学习提供必要的素材；对于思辨性、思维 模式较高的课程，则需要提供具有启发性、思维引导性的思考题；对于基础较弱 的学生或思辨程度较大的课程均应提供相应的资源包。另外，课程的性质、教学 模式等因素会影响学生对微课程资源包内部构件的偏好。在微课程资源包的应用 过程中，教师的主导非常关键。课内或课前要求、考前的压力是影响学生应用微 课程资源包特定内容的重要原因。 针对教学实践及实证研究中发现的新问题，对现有模型进行了优化并提出了 改进建议，以期在后续的研究中进行迭代实践，促进微课程资源包的良性发展。

The emergence of micro-course has brought new opportunities for traditional teaching. With the support of scientific and technological progress and national policies, micro-course have become possible and increasingly mature for teaching. However, after a comprehensive review of the development of micro-course resource package in the past seven years (2011-2018), the author found that its internal components and external organization modes are diverse, and no clear and stable content composition and organization mode model has been formed yet. This leads to the lack of unified rules and regulations in the design and construction of the micro-course resource package by schools or educational institutions. The structure of the micro-course resource package is not standardized, which directly affects the learning effect of students. This paper starts with the resource structure of the existing high-quality micro-course platform, and based on literature analysis and student demand survey, forms the natural model of micro-course resource package in terms of content composition and organization mode. Based on this model, the supporting resource packages of the two courses are developed under the guidance of instructional design theory and applied to teaching practice. The author collects a large amount of objective data reflecting students' actual learning behavior through learning support platform , based on objective data reflects the laws of the targeted questionnaire investigation and interview between teachers and students, teachers and students get a line on curriculum resource package ought to structure of subjective understanding, respectively from the objective and subjective two dimensions discussed the oughtness model of curriculum resources in micro-course resource package (content structure, resource organization mode). This paper proposes and demonstrates the contingency model of the micro-course resource bundle structure. Research findings :(1) micro-video is the core of micro-course resource package. Compared with common learning support forms such as classroom record video, micro-video is more recognized by students; (2) IV supporting graphic and text materials for knowledge points are very important, which play an irreplaceable role in consolidating and strengthening students' knowledge system and mastering knowledge details; (3) student-oriented self-diagnostic exercises are very critical for students to timely check their deficiencies and make up for their deficiencies, which are very popular among students; (4) from the perspective of a course or a knowledge chapter, the structural and organizational model between relevant micro-video is crucial. The linear micro-course resource package is not conducive to the realization of meaningful knowledge structure. The resource bundle organization model based on concept map (or mind map) is more effective for students to grasp the knowledge system from a global perspective; (5) in the application of micro-course resource, teachers' strong leadership is crucial. In - class or pre - class requirements, pre - examination pressure is an important factor affecting the application of micro - course resource package specific content. In the process of empirical research, the author also found the individual difference rules of several dimensions. For example, in the computer courses with strong practicality, the necessary materials should be provided for students' online learning; for courses with a high level of thinking and thinking mode, it is necessary to provide thought-provoking and thought-guiding questions; resource packages should be provided for students with weak foundation or for courses with high level of thinking. In addition, the nature of courses, teaching mode and other factors will affect students' preference for internal components of micro-course resources. In the application of micro-course resources, the teacher's leadership is crucial. In - class or pre - class requirements, pre - examination pressure is an important factor affecting the application of micro - course resources package specific content. In view of the new problems and limitations found in teaching practice and empirical research, the author partially optimized the existing model and put forward some Suggestions for improvement, so as to carry out iterative practice in the follow-up research and continuously promote the development of micro-course resource package.