社会节奏加快,使得人们的碎片化学习需求不断增加,移动设备的普及促使在线教育得以进一步发展,其中,以"听音频、学知识"为主的音频课也在逐渐兴起并被越来越多学习者认可,为了帮助官兵更好地在移动端中进行自主学习提升,军事职业教育互联网平台开始对音频课进行了初步的建设和探索发展.通过对比军地音频课发展情况,分析军事职业教育下已开设的音频课现状,以军事职业教育为大背景来探讨音频课程的建设思路与建议.

学习力是保证学习质量和学习成效的前提,在终身学习的今天,学习力是学习者的核心竞争力.对于教育者、教学服务提供者来说,探索出一套相对全面、科学的学习力及其构成要素评价维度体系势在必行,这是构建学习力评价模型的前提,也是帮助学习者提高学习力的有效手段.

Since the second half of 2017, Knowledge Answering Competition Platform based on WeChat Mini Program has been widely popular. To support military personnel to massively operate online learning and evaluation activities of basic military knowledge, the gamification answering competition platform for basic military knowledge, Military Brain, is designed. This platform concentrates on the 15 modules of basic military knowledge, combines military personnel’s features of “organized and independent learning”. Some partial tests has been carried out on this platform, which indicates that initial results have been achieved in practice. It simultaneously shows that software functions and learning contents associated with basic military knowledge in this platform have been easier recognized by officers and soldiers.

Since the second half of 2017, mobile knowledge answering and learning software such as Brain King has been launched in the market, which has triggered a craze of knowledge learning with gamification, adversarial, and fragmented way. The military has also demonstrates the research and practice of the mainstream mobile knowledge learning software in military field. This paper analyzes and summarizes the application of gamification elements, characteristic functions, incentive mechanism and other aspects, and concludes the deficiencies in current situation.