Teaching design is a process of determining the appropriate starting point and end point of teaching, arranging the teaching elements in an orderly and optimized way, and forming a teaching plan according to the teaching objects and teaching objectives. It is a science that scientifically solves teaching problems with systematic methods. The purpose is to optimize the teaching effect and solve the teaching problems. Information-based teaching design takes learning as the center, makes full use of modern information technology and information resources, scientifically arranges all links and elements of the teaching process, and realizes the optimization of the teaching process. The application of information technology to construct information environment, obtain and utilize information resources, support students' independent inquiry learning, cultivate students' information literacy, improve students' interest in learning, and thus optimize teaching effect.
From the definition, I understand that the traditional teaching design is knowledge-oriented, focusing on the key points and difficulties of teaching, highlighting "teaching"; Information teaching design is a process-oriented and resource-based design, emphasizing "learning".
Second, information-based instructional design is not equal to teaching plans or courseware.
In the teaching work in recent years, my main concern is how to have a good class and how to improve students' learning level. It is precisely because of my pursuit of this "realistic" achievement that I have been unable to calm down and think about these theoretical knowledge. Teaching design is not equal to teaching plan, nor is it equal to courseware. The teaching plan is written in sections, and the teaching content is described in detail and in close order. The information teaching design has changed from static teaching design to dynamic information design, which makes the classroom full of vitality and stimulates learning interest; At the same time, from the traditional teaching design to the network teaching design, reading textbooks become a guide to knowledge learning; From collective unified design to personalized design; From focusing on results evaluation to ability evaluation, we should pay attention to learning, innovation and comprehensive quality.
Third, the information-based teaching design points of attention
1. Information teaching design should pay attention to the selection of information resources, such as websites, multimedia resource libraries, courseware, etc. Secondly, create a teaching situation. For example, when I was explaining the course of Mechanical Drawing "Parts Surveying and Mapping" in a vocational school, I made a video by mechanical processing with a German high-tech five-axis CNC equipment before the class, which was played before the topic was introduced, creating a situation and introducing the content of the new class, which could strongly trigger the students' learning upsurge and get to know the CNC major again.
2. Information teaching design needs to pay attention to the change from "teaching" to "learning". In fact, people have known for many years that the classroom should be student-centered and the teacher is only the guide. What I suspect is that there are still a large number of teachers in the classroom who can't really return the "sovereignty" of the classroom to the students, and the reasons are worthy of educators' thinking and efforts;
3. Finally, pay attention to the evaluation method. Timely evaluation can effectively achieve teaching results, and encouragement is more effective than attack, so we teachers should improve their speaking skills. ..
Fourthly, the information-based teaching mode is different from the traditional teaching mode.
In my opinion, the traditional teaching mode is teacher-led teaching, and its learning environment is relatively poor, which is basically fixed and repetitive learning, while students mainly complete their learning tasks through individual learning; The information-based teaching mode based on teacher-led, student-independent, inquiry and interactive teaching has a rich and relatively open learning environment, while students mainly complete learning tasks through collaborative learning, and determine and teach learning strategies and skills in relevant specific situations with "task-driven" and "line".
Talking about how to carry out information-based teaching design 2 Abstract: This paper expounds the connotation of information-based teaching design, summarizes five main features of information-based teaching design, and analyzes the teaching objectives, teaching modes, teaching media and resources, interactive teaching activities and teaching evaluation as elements of information-based teaching design, which provides a reference for developing information-based teaching activities.
Keywords: information teaching design; Characteristics; Factor analysis
First, the connotation of information-based instructional design
Referring to the definition of information-based instructional design in the book Modern Educational Technology-Towards Information-based Education edited by Professor Zhu Zhiting, information-based instructional design refers to a systematic method of making full use of information technology and information resources in the teaching process, scientifically arranging all links and elements of the teaching process, providing students with good information-based learning conditions and realizing comprehensive optimization of the teaching process. The purpose of information-based teaching design is to cultivate students' information literacy, innovative spirit and comprehensive ability, and comprehensively improve students' learning ability and academic performance. Its process can be summarized as: using means-situational arrangement-system optimization, and its research object is the teaching system under the information environment.
Second, the main features of information-based instructional design
Traditional teaching design is mainly based on behaviorism theory [1], and information-based teaching design also introduces constructivism, multiple intelligences and system science theory [2] on the basis of traditional teaching design, so information-based teaching design is obviously different from traditional teaching design, reflecting many characteristics and requirements different from traditional teaching design.
(A) emphasis on "learners" as the center. The core theoretical basis of information-based instructional design is construction theory. The main task of information-based instructional design is to provide abundant information resources by using information technology, and create an open learning environment with students as the center, so that students can conduct constructive learning in such an environment. In this case, students are the main body of learning activities. Information-based instructional design respects the individual differences of each student and emphasizes students' independent design and learning. Different students can choose their own learning content and learning methods according to their own interests and abilities, and carry out homogeneous learning in corresponding time and space to achieve the best learning effect.
(B) Based on the open teaching mode and teaching environment. When designing information-based teaching, we should adopt an open systematic thinking mode and think about the whole teaching process based on the open teaching mode and teaching environment, so as to overcome the characteristics of relatively closed and linear thinking in traditional teaching design, and let students learn, explore and solve problems independently in the open learning environment according to their own learning needs, and change the closed, passive and cramming teaching mode.
(3) Problem and task-driven. Problems or tasks are situational manifestations of learning objectives [2]. Teachers should design and arrange teaching around a complete problem or task with the general concept of teaching curriculum as the background, so that students can become the role in the problem (task) situation, encourage students to learn relevant knowledge, stimulate students' creative thinking and cultivate students' ability to solve problems and complete tasks.
Timeliness of feedback adjustment and learning evaluation. Information-based teaching design requires a quick and timely evaluation of the teaching process. According to the collected "real-time" information, teachers make quick evaluation and feedback on students' learning, and students know their learning situation in time through the feedback results and make corresponding learning strategy adjustments, so as to monitor and adjust the learning process. At the same time, by using the online teaching evaluation system, students can develop good habits of self-reflection and self-evaluation, and improve the efficiency of students' learning evaluation and feedback adjustment.
(5) Teachers and students are required to have corresponding information literacy. Information teaching design is to make full use of information technology and information resources for task-based, cooperation-based and research-based learning. This requires teachers and students to have certain information technology literacy, otherwise they will get lost in the "ocean of information". Only when the information technology literacy of teachers and students reaches the corresponding level can we ensure the wide application and fruitful results of information-based teaching design.
Third, the elements of information-based instructional design
The elements of information-based teaching design generally include teaching objectives, teaching modes, teaching media and resources, interactive teaching activities and teaching evaluation.
(A) Teaching objectives
Teaching objectives are the yardstick to measure the quality of teaching and learning, and defining specific teaching objectives has a positive role in promoting teaching and learning. The following questions should be considered when setting teaching objectives:
1. What do students learn? To what extent have you learned?
2. What knowledge should be consolidated? What are you going to learn?
3. What are the actual situations in daily study and life?
4. What skills should students develop? To what extent?
5. What ideological education do students receive? What wrong views should be corrected?
6. What abilities should students cultivate? Wait a minute. The setting of teaching objectives should be appropriate, too high, too low or vague, which is not convenient for implementation and execution.
(B) Teaching mode
The teaching mode is not fixed. According to the teaching characteristics of different courses and teachers' teaching styles, different teaching modes can be adopted. The main modes of information-based teaching are:
1. Multimedia teaching mode. In this mode, teachers use multimedia courseware, computers, projectors and other equipment to assist classroom teaching. This model is suitable for theoretical courses and special courses, which is conducive to giving full play to the leading role of teachers.
2. Network classroom mode. This model forms an interactive teaching system through the network. In addition to large-screen projection, both teachers and learners should have a computer. This mode is suitable for interactive teaching content and is widely used in computer operation and network simulation operation.
3. Online autonomous learning mode. In this mode, students use network information resources (such as multimedia courseware, online courses, etc.). Autonomous learning is the extension and expansion of classroom teaching in the information environment. This model is mainly suitable for the consolidation and improvement of classroom teaching, provided that they have rich teaching resources and corresponding teaching environment.
4. Online collaborative learning mode. This mode [4] realizes the cooperation and interaction between students and computers, teachers and students, and students and students through the network. This model not only plays the leading role of teachers, but also embodies the main role of students. It can mobilize the enthusiasm of teaching and learning and achieve good teaching results, but it must be supported by the corresponding network teaching platform.
5. Explore the learning mode. When adopting this model, teachers ask questions and provide a large number of network resources or other information resources, so that students can make full use of these resources and draw corresponding conclusions. This model focuses on cultivating students' exploration and research ability, and can fully stimulate students' interest in learning.
(3) Teaching media and resources.
Choosing teaching media and designing teaching resources is an important part of teaching design. The creation of teaching situation, the display of teaching content, the development of teaching AIDS and auxiliary activities all need to be reflected through teaching media and resources.
1. Selection of teaching media. The choice of media is to choose the carrier (such as words, pictures, sounds, animations, videos, etc.). ) according to the teaching content and teaching objectives to store and reflect the teaching information. The media directly participates in the process of teaching activities, which is used to transmit teaching information and can directly stimulate learners' senses. The role of media in teaching is mainly to present facts, create situations, provide demonstrations and analyze principles.
2. Design of teaching resources for teaching assistants. At present, in teaching, the main application form of teaching auxiliary resources is electronic lecture notes. It is the supplement and expansion of traditional blackboard writing teaching. Proper use is conducive to enhancing the appeal and expressiveness of teaching content, increasing the amount of teaching information, stimulating students' interest in learning, and improving teaching effect and quality.
3. Design of teaching resources based on assistant. Auxiliary teaching resources are designed to meet the needs of students' autonomous learning and cooperative learning. It is the supplement and perfection of supplementary teaching resources, and its main form is multimedia courseware. When designing teaching resources, we must highlight the function of autonomous learning, take solving a specific problem as the main goal, choose those contents suitable for multimedia performance, adopt modular structure, design teaching resources into a navigator for students' autonomous learning, and make it have good interactivity and humanized interface.
(D) Interactive teaching activities
Interactive teaching refers to the process in which teachers and students influence each other, interact with each other and jointly promote teaching in order to achieve certain goals in teaching. Modern educational theory advocates the interaction between students, media and students, and emphasizes the interaction between teachers and students. Teaching and learning are two closely related aspects. Only when teachers and students participate together and form two-way information exchange and interaction can teaching achieve good results. Usually interactive teaching activities can be adopted, such as teaching dialogue, group discussion, role-playing, etc.
(E) Teaching evaluation
Teaching evaluation is an important part of the teaching process. It is based on teaching objectives, adopts scientific evaluation criteria, uses effective technical means to measure the process and results of teaching activities, and gives value judgments. Teaching evaluation should run through all teaching activities [5], with diversified evaluation methods (such as self-evaluation by students, mutual evaluation by students, mutual evaluation by teachers, etc.). ) should be used in the teaching evaluation system to provide timely feedback for teaching, so that teachers can know the teaching situation in time and adjust teaching in time.
refer to
Zhang Jianping, Lee. Research on Basic Problems of Instructional Design in Information Environment [J]. Research on Audio-visual Education. No 9, 2005: 33-37.
[2] Zhou. A summary of research on information-based instructional design [J]. journal of nanjing xiaozhuang university.2011No.65438 +0: 64-67.
[3] Huang Jie. Some thoughts on information-based teaching design [J]. Educational information technology. No 6, 2007: 27-29.
[4] Sun. Research on Curriculum Instructional Design Support System in Information Environment [D]. Nanjing: China University of Science and Technology of PLA, 2009.
[5] Zhang Xuejun. Discussion on teaching design under the environment of educational informatization [J]. Cultural exchange of science and education.
What are the main links of information teaching design?
1. Teaching design is an idea and plan to arrange all the teaching elements in an orderly manner and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.
2. Information-based teaching design was put forward by Professor Li Touhou of Shanghai Normal University, that is, using systematic methods, taking learning as the center, making full use of modern information technology and information resources, and scientifically arranging all links and elements in the teaching process to optimize the teaching process. The application of information technology to construct information environment, obtain and utilize information resources, support students' independent inquiry learning, cultivate students' information literacy, improve students' interest in learning, and thus optimize teaching effect.
3. The main links of teaching design include: learning demand analysis, learning content analysis, learner analysis, learning environment analysis, learning goal determination, teaching strategy design, teaching media or resource selection, and learning effect evaluation.
4. The main links of information-based teaching design include: unit teaching goal analysis, teaching task and problem design, information resource search and design, teaching process design, student work example design, evaluation scale design, unit implementation scheme design and evaluation modification.