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Finally, I wish you good luck in choosing a topic
Provide a sample template example, hope it can help you.
Example of a thesis opening report
With the rapid development of modern information technology, the application of network technology in education is becoming more and more extensive and in-depth, especially the Internet and the campus network convergence, for primary and secondary education to provide a wealth of resources, so that the network teaching has really become a reality, and at the same time, also for the primary and secondary education opens up a wide range of prospects. Minister Chen Zhili pointed out at the National Conference on Information Technology Education in Primary and Secondary Schools that "the nationwide implementation of the 'school-to-school' project in primary and secondary schools is an effort to realize the leapfrog development of basic education." "The goal of the 'school-to-school' project is to spend five to ten years strengthening information infrastructure and information resource construction, so that about 90% of independently established primary and secondary schools across the country will have access to the Internet, so that teachers and students in primary and secondary schools will be able to ****enjoy online resources, and to improve the quality of teaching and learning in primary and secondary schools. " The launching and development of the "School-to-School" project has given primary and secondary schools the opportunity to revolutionize their teaching and has laid a material foundation for the informatization of subject teaching. How to effectively utilize online resources and construct a modern teaching mode based on the network is an urgent research problem, and one of the important theoretical foundations for the research of network teaching mode is the design and evaluation of network teaching. Therefore, it is of great significance to carry out the exploration and practical research on the design and evaluation of network teaching.
I. Background of the research
(1) Research status at home and abroad
1. The research on the design theory and method of network teaching lacks systematicity
Through the study of domestic and international academic journals (such as Research on Electrification Education, China Electrification Education, Educational Technology, etc.), educational websites, and international and domestic academic conferences (such as the International Conference on Education), we have found that the research on the design and evaluation of network teaching is of great importance. website and the proceedings of relevant international and domestic academic conferences (GCCCE, ICCE, CBE, etc.) were analyzed, the research on the design of network teaching is mainly about the design of constructivist learning environments and the design of collaborative learning, etc., which lacks systematic research. It can be said that the research on the design theory of network teaching is still in the primary stage, and there are still a lot of problems to be researched and explored. For example, it is worthwhile to study how to utilize network resources for active learning, virtual situations for inquiry learning, communication tools for negotiation learning, the design of tools for creative learning, and the design of teacher-directed activities in the network environment.
2, the evaluation of network teaching research has just begun
With the popularization of Internet applications, network teaching has become an important means of teaching and teaching place. However, compared with traditional teaching, the quality assurance system of network teaching is not perfect and sound. How to ensure the quality of network teaching, the establishment of an effective network teaching evaluation model has become an important topic of network teaching research. As of 2000, the Ministry of Education approved 31 colleges and universities to set up network education colleges, but no relevant policy on how to ensure the quality of network education has been formulated. The Institute For Higher Education Policy published a report entitled "Quality of Online Education: Criteria for the Successful Application of Distance Internet Education" in April 2000. However, these articles (reports) are only descriptive definitions of the evaluation indexes of online teaching and learning, and they do not provide any information on how to organize, evaluate, obtain quantitative data, organize and evaluate the quality of online teaching and learning. However, these articles (reports) are only descriptive in defining the evaluation indexes of online teaching, while they seldom deal with how to organize the evaluation, how to obtain quantitative data, and how the evaluation data can promote teaching. At present, the learning evaluation module in the support platform for online teaching often contains only a testing part, and lacks corresponding analysis and feedback.
(2) The significance of the subject research
1. Promote the development of network teaching and improve the quality of network teaching
Since network teaching can realize the information resource ****sharing, organize the best teaching materials and pedagogies on the Internet, so that the learners can learn the newest knowledge on the Internet, so it is the direction of the development of teaching reform. Through the research and practice of this project, network teaching can provide learners with a constructivist learning environment, fully reflecting the students' spirit of initiative, students have more opportunities to apply what they have learned in different contexts, and students can form a knowledge of objective things and solutions to practical problems based on the feedback of their own actions, so as to provide the quality of network teaching.
2. Finding technical solutions to realize the teaching design of students' remote interactive independent learning by using computer technology and network technology
3. Improving and developing the theory of teaching design
Teaching in the network environment and traditional teaching are not only different from the teaching environment, but also fundamentally different from each other in terms of the content of teaching, means of teaching, and forms of teaching dissemination. Through the research of this project, it can solve the network environment, teaching how to design teaching, how to regulate the teaching process, how to effectively implement teaching activities to achieve the teaching goals, is the improvement and development of instructional design theory.
Second, the content of the research
(a) the main content of the research
1, the network of teaching design theory system research
including the design of teaching objectives, the design of constructive learning environment, the design of the learning context, the design of learning resources, the design of students' independent learning activities, student learning activities, collaborative learning activities, the design of teachers' guiding activities, the design of learning evaluation tools. design, design of learning assessment tools, etc.
2. Research on Teaching Strategies and Teaching Models Based on Network Environment
(1) Research on Network Teaching Strategies, such as Teaching Content Organization Strategies, Teaching Scenario Creation Strategies, Teaching Dialogue Organization Strategies, and Classroom Management Strategies, etc., in network environment
(2) Research on Network Teaching Models, such as Project-based Learning Mode, Exploratory Learning Mode, etc. Project-based learning mode, exploratory learning mode, research-based learning mode, etc.
3. Research on the content system, methods, steps and models of network teaching evaluation
4. Development and application of network teaching design system software
5. Development and application of network teaching evaluation system software
According to the above research, the general theme is set up as follows Sub-themes:
1. Theoretical Research on Web Instructional Design and Teaching Evaluation (Xie Youru, Li Kedong)
2. Development of Web Teaching Resources (Deng Wenxin)
3. Development of Web Instructional Design and Teaching Evaluation System (Ke Qingchao)
4. Research on Instructional Process Design and Supporting System for Web Courses (Pindel Chen)
5. p>5. Research on the Application of the Theory of Web Teaching Design and Teaching Evaluation (Yu Hong)
(2) Research Objectives of the Project
The research objectives of this project are: to utilize the modern teaching theory and the constructivist learning theory, to explore the theory and methodology of designing and evaluating the Web teaching through the teaching reforms and experiments, to develop the software of designing and evaluating system of Web teaching as a matching tool, to explore ways and methods of utilizing network resources for network teaching in ordinary primary and secondary schools.
(3) Forms of Expected Results
1. Papers and Monographs
Publishing a series of academic papers on the design and evaluation of network teaching and learning, and publishing a monograph titled "Design and Evaluation of Network Teaching and Learning".
2. Computer Software
Development of Network Teaching Design System Software and Network Teaching Evaluation System Software, production of Network Teaching Design thematic teaching (learning) website, and establishment of Teaching Design Multimedia Resource Library.
Three, research methods and technical route
(I) Research methods and steps
The research of this project mainly adopts the methods of action research, experimental research and evaluation research.
For larger-scale experimental research on instructional design and teaching models, action research methods will be used.
For individual small-scale pedagogical studies that are innovative and can provide important insights, experimental research methods will be used through the establishment of scientific hypotheses.
As regards the evaluation of teaching models and the analysis of the effectiveness of the teaching in question, evaluation research methods are used.
The steps of the research are as follows:
May 2002-August 2002, collecting data, establishing model
September 2002-January 2003, developing software
February 2004-August 2004, teaching test, evaluating and modifying
September 2005-December 2005. Expanded trials, summarization
(II) Key Technologies
1. Construction of a communication model for a web-based collaborative design thinking tool;
2. Visual representation and analysis of the teaching activities of teachers and students in the instructional design system;
3. Construction of a model for teaching evaluation in web-based teaching;
4. Automatic collection and processing of learning Automatic collection and processing of reaction information.
Four, the research value of the subject
(I) Innovation points
1, the establishment of the theoretical system and methods of network teaching design.
2. Establishment of various teaching evaluation index system based on network environment.
3, develop the design tools and evaluation system software of network teaching with strong operability
and practical application value.
(II) Theoretical significance
Traditional instructional design is a planning process and operational procedure that applies a systematic approach to analyze and study the problems and needs of teaching and learning, establish methods and steps to solve them, and evaluate the results of teaching. The modern theory of instructional design has not been bound to the theoretical basis of system theory, does not emphasize the absolute control of teaching activities, gradually abandons the dull design mode, and begins to emphasize the relational, flexible and real-time nature of the instructional design, which is more conducive to the students' innovative spirit and practical ability. The theoretical results of this topic will improve and develop the traditional theories and methods of instructional design.
(3) Application Value
1. Through the research and practice of the topic, the theory and method of teaching design of disciplines based on the network environment will be summarized and formed to optimize the teaching structure of primary and secondary school classrooms.
2. Through the research and practice of the subject, we will explore and summarize how to reform the traditional ideas and modes in the age of information technology, so that students can learn the methods and experiences of using network resources for learning.
3. Through the research and practice of the subject, we will explore the ways and methods of utilizing network resources in ordinary primary and secondary schools, and form a batch of excellent examples of network teaching.
4, through the research and practice of the subject, develop the design tools and evaluation system software of network teaching with application and popularization value.
Fifth, the basis of research
(a) has been related to the results of
1, in 93, 97, twice won the National Excellent Teaching Achievement Award, which "multimedia combination of instructional design of the theory and practice of" the project's results in the country's schools and universities are widely used, "Multimedia Combination Instructional Design" (Li Kedong, Xie Youru, edited by the Science Publishing House) repeatedly reprinted and issued. (edited by Li Kedong and Xie Youru, Science Press) has been reprinted several times.
2, the publication of "multimedia teaching software design" (including teaching materials and CD-ROM) (Xie Youru and other editors, Electronic Industry Publishing House, 1999), "multimedia teaching software design and production" (including teaching materials and CD-ROM) (Li Kedong, Xie Youru, Ke Qingchao editors, the Central University of Radio and Television Publishing House, 2000), and the "integration of information technology and subject teaching" (Li Kedong, Xie Youru, Ke Qingchao and other editors, Wan Wan), and "the integration of information technology and subject teaching. (Li Kedong, Xie Youru, Ke Qingchao, etc., Wanfang Data Electronic Publishing House, 2001) are widely used in China.
3. In 1997, Experimental Research on the Application of Multimedia Technology in Basic Education Reform and Experimental Research on the Reform of Primary School Language Teaching and Learning in the Four Combinations were awarded the Second Prize of the Outstanding Research Achievements of National Teacher Training Colleges and Universities in Basic Education Reform by the State Education Commission.
4. Undertaking the national "Ninth Five-Year Plan" key scientific and technological research project "Development and Application of Computer-Assisted Teaching Software" (referred to as 96-750), the development of four sub-topics, namely, "Primary School Language Scientific Essay", "Primary School Language Ancient Poetry Appreciation", "Primary School Language Extended Reading", and "Junior High School Language New Poetry Appreciation", the four projects and the six CD-ROMs have passed the appraisal of an expert group organized by the Ministry of Education, and have been appraised as excellent software, and have been awarded the second prize. All the six CD-ROMs of the four projects passed the appraisal of the expert group organized by the Ministry of Education and were appraised as excellent software, and were published by Beijing Normal University Press and Electronic Industry Press for distribution in China and Southeast Asia.
5. In 2000, the "Learning Response Information Analysis System" was awarded the first prize of Excellent Multimedia Teaching Software of Higher Education Institutions in Guangdong Province, and the monograph "Learning Response Information Processing Methods and Applications" was published (by Xie Youru and Li Kedong, Jinan University Press, 1999).
(2) Research Conditions
The discipline of Educational Technology of South China Normal University (SCNU) is a national key discipline, and the School of Educational Information Technology of SCNU is one of the key disciplines of the "211 Project", and one of the doctoral programs of Educational Technology in China. The Institute of Educational Technology of South China Normal University has nearly 30 researchers engaged in the application of computer education, including 2 professors, 5 associate professors, 8 lecturers, 4 doctoral students and nearly 15 master's students. They have conducted in-depth research and exploration on various multimedia teaching software, network teaching application software, subject teaching tools, and resource library management application system in their long-term research work, and have made substantial progress and achievements. With two advanced computer software development laboratories and a national multimedia teaching software production base, the Institute is in a leading position in the field of education technology in China.
(C) References
1, Multimedia Combination Teaching Design, edited by Li Kedong and Xie Youru, Science Press, the first edition in 1992 and the second edition in 1994
2, Multimedia Teaching Software Design, edited by Xie Youru and other editors, Electronic Industry Publishing House, 1999
3, Integration of Information Technology and Discipline Teaching edited by Li Kedong and Xie Youru, Wanfang Data Electronic Publishing House, 2001
4. "Learning Response Information Processing Methods and Applications" by Xie Youru and Li Kedong, Jinan University Press, 1999
5. "Global Education On the Net" by Higher Education Publishing House and Springer Publishing House. 1999
6. Principles of Instructional Design, by R.M. Gagne, L.J. Briggs, and W.W. Weijie, East China Normal University Press, 1999
7. Exploration of New Modes of Teaching, by Xie Youru, Beijing Normal University Press, 1998
8. Global Chinese Conference on Computer Education Applications (GCCCE). GCCCE) Proceedings of the First to Fifth Sessions, 1997 (Guangzhou), 1998 (Hong Kong), 1999 (Macau), 2000 (Singapore), 2001 (Taipei)
9. Improving Learning - Selected Papers from the 2001 International Symposium on Primary and Secondary Information Technology Education, Jilin Education Press, 2001
10, Assessment of Cognitive Processes, by J.P. Deiss, J.A. Naglieri, J.R. Kirby, East China Normal University Press, 1999
11. Research Methods in Educational Technology, edited by Li Kedong, Beijing Normal University Press, 2002
Sixth, Organization of the Research
The researchers of this topic are composed of instructional design The researchers of this project are composed of teaching design experts, IT education application experts, network technology experts, subject teaching experts, primary and secondary school teachers, educational technology researchers and postgraduates, with the Institute of Educational Technology of the University as the core, mainly taking some primary and secondary schools in Guangdong, Jiangsu, Zhejiang, Fujian and other regions and some primary and secondary schools in the western part of the country where network environments are better as the research bases, radiating to the primary and secondary schools in other regions, and realizing the research and development of theory, technology and education with the technical power of the information technology industry. With the help of the information technology industry, it realizes the optimal integration of theory, technology and subject teaching.
Advisors of the General Subject Group: Prof. Nan Guonong (China's famous expert in electrochemical education, Northwest Normal University)
Prof. Li Yunlin (former head of the Department of Electrochemical Education, South China Normal University)
Prof. Zhou Junda (former deputy director of the Central Electrochemical Education Pavilion)
Prof. Su Shidong (former vice president of the Guangdong Institute of Education)
Special Teacher Xu Han ( Guangzhou Teaching and Research Office)
Chief Subject Group Leader: Prof. Xie Youru (Institute of Educational Technology, South China Normal University)
Professor Li Kedong (Director of the Institute of Educational Technology, South China Normal University, and Doctoral Supervisor)
Chief Subject Group Members: Doctoral Candidate Ko Chingchao (Institute of Educational Technology, South China Normal University)
Associate Prof. Pinto Chen, Doctoral Candidate ( Network Center, South China Normal University)
Lecturer Deng Wenxin (Institute of Educational Technology, South China Normal University)
Associate Professor Yu Hong (Institute of Educational Technology, South China Normal University)
Secretary of the General Group: Dr. Wang Dongqing (Institute of Educational Technology, South China Normal University)
Master's Degree student Gao Ruili (Institute of Educational Technology, South China Normal University)
Liu Tieying, M.S. Student (Institute of Educational Technology, South China Normal University)
Kong Weihong, M.S. Student (Institute of Educational Technology, South China Normal University)
Xu Guangtao, M.S. Student (Institute of Educational Technology, South China Normal University)
Yang Shulian, M.S. Student (Institute of Educational Technology, South China Normal University)
Yin Rui, M.S. Student (Institute of Educational Technology, South China Normal University)
Mr. Institute of Educational Technology, South China Normal University)