近年来，移动智能终端和数据传输技术迅速发展，使得碎片化、零散式的学习越来越符合大众需求，微课便在这种环境中发展起来。文章针对微课的特性，根据问题连续体理论，从问题的提出方式、问题适用的教学环节以及问题对应的认知层次三个维度，对微课中的问题连续体进行了设计，并结合案例加以说明，以期为相关的微课开发者提供一定的参考和借鉴。%In recent years the rapid development of mobile intelligent terminal and digital transmission technology, segmental learning has been meeting the public demand, and micro-classes has gained development as a result.This paper introduces the design of question continuum in micro-classes according to the characteristics of micro-classes and the theory of question continuum in the following three dimensions:the way of question posing, teaching link applicable for questions, and corresponding cognitive levels.At the same time, it illustrates with some cases in the hope of providing reference for developers of related micro-classes.
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