The difference between traditional teaching design and information teaching design

The differences between traditional instructional design and informational instructional design are as follows:

1, the teaching content is different.

Although the textbook has not changed, the traditional teaching content is only textbook knowledge. After using information technology, the teaching materials can be processed. Using multimedia technology, the static and two-dimensional teaching materials in the past will be transformed into dynamic, three-dimensional or even four-dimensional teaching materials composed of sound, text, animation and images. The application of network teaching expands the teaching content from books to all aspects of society, thus enriching and expanding the knowledge of books, and students can learn more, faster and better within the prescribed teaching time.

2. The teaching process is different.

Under the traditional teaching design, the teaching process is basically that the teacher talks and the students listen. The whole class is dominated by teachers, and students have little or no time to think for themselves. Students just passively accept it. In the information teaching design, the teaching process has changed from the traditional knowledge induction and logical deduction to a new teaching process of creating situations, collaborative learning, autonomous learning and discussion learning. The classroom is really student-oriented, giving students more learning opportunities.

3. Students learn in different ways.

In the information-based teaching design, students change from passively accepting knowledge to actively learning knowledge, and actively construct knowledge through information technology and various learning resources. Students should not only learn knowledge, but also master the ability of "how to learn". Students must have the ability of autonomous learning, creation, innovation, autonomous learning, self-management, cooperation and coordination. Students will become knowledge explorers and real cognitive subjects in the learning process.

4. Teachers have different roles.

Teachers have changed from traditional knowledge interpreters, transmitters and agitators to guides, helpers and promoters of students' learning. In the design of information teaching, teachers are no longer the only source of knowledge. Teachers can no longer take imparting knowledge as their main task and purpose, but should focus on how to teach students to "learn", create favorable situations for building students' knowledge system, and let students "learn to learn".

Limitations of traditional teaching design;

Common problems in teaching design: attaching importance to teaching materials and ignoring students. Deal with the inspection, download directly. The new teaching concept is not well integrated into the design. The design of student activities is relatively lacking. Lack of design of teaching mode, process and method. Some designs lack pertinence. I am still not familiar with the technology of instructional design. Pay more attention to the conclusion than the process.

On the basis of preset, improve the quality and level of generation. First, from the teacher's point of view, first of all, we should study the textbook deeply, read out the original intention and new ideas of the textbook, grasp the essence and difficulties of the textbook, internalize the textbook into our own things, go in deeply and have the courage to jump out. Secondly, we should broaden our knowledge and enrich our background knowledge, and study children's psychology and learning psychology again. These three points are the basis for teachers to effectively stimulate, lead and promote generation in the classroom.