How to use information technology to innovate teaching design scheme?

2 1 century is an era of competition between science and technology and national quality, and its essence is the competition of education. With the progress of science and technology, especially the rapid development of computer network, mankind will step into the information age, which will lead to changes in people's way of life, way of thinking, way of work and way of education. Especially in the field of education, the combination of network, multimedia and education will completely change the traditional educational ideas, concepts, contents and methods, and change the traditional talent training mode. Therefore, our vocational education must keep pace with the times, take educational technology as a breakthrough, and use modern educational technology to promote the deepening of educational reform.

First of all, education informatization is the inevitable trend of vocational education reform.

At present, the development level of vocational education in China is still low, and the traditional educational concept, mode, content, technology and means can no longer meet the needs of educational reform and development and modern scientific and technological development. The education mode is not well combined with the development level of modern information technology, which is outdated and backward; Many excellent teaching resources have not been widely promoted. Students' learning mainly depends on teachers' classroom teaching and textbooks, and the sources of knowledge are monotonous, which does not match the development of information technology in modern society. With the deepening of teaching reform, the modern educational facilities in higher vocational colleges are gradually improved. However, in the modern information technology environment, students can't use the increasingly popular computer and network to learn knowledge, but are easily addicted to computer games and online chat, which not only fails to improve their interest and initiative in learning, but also delays their learning time, which is not conducive to improving their quality. How to make use of modern information technology to innovate teaching design and avoid the adverse impact of modern information explosion on students and teaching is an important issue that we need to solve urgently in the face of the development of education in the 2 1 century.

Modern education is a new modern education system that adapts to the development of modern society, economy and science and technology and aims at cultivating innovative talents. Modern educational technology is not only a means, but also a new comprehensive subject. If vocational education wants to have its own characteristics, it must take the road of vocational education informatization. The informationization of vocational education is not the simple addition of computer, network and vocational education, but the organic integration of vocational education, teaching, management, learning and modern information network technology, thus forming a dynamic system including educational concept, educational content, educational organization, educational model, technical means and educational evaluation. To realize the informationization of vocational education, teachers' mastery of the application of information technology has become one of the qualities they must have, and how to make teachers have the quality of information technology is a major issue. With the improvement of school modernization and equipment, future teachers will be incompetent if they don't have the basic knowledge and skills of modern educational technology. Modern information technology environment provides an important guarantee for the development of information education. In this environment, how to design, develop, use, evaluate and manage the process and resources of teaching is a subject to be developed and discussed.

Second, the theoretical basis of instructional design in the information technology environment

Any scientific theory must be based on several basic assumptions, especially in the field of social sciences. Instructional design theory is a theory to study how to start and maintain students' learning through system design.

We can assume that the sufficient conditions for the occurrence and maintenance of learning are composed of the following aspects (that is, the second hypothesis in instructional design theory);

(a) Learners' own learning preparation (knowledge, experience and physical fitness).

(2) Effective learning motivation maintenance system, including interest, emotion, attitude, motivation, will, personality and other factors.

(3) Effective learning external activity system refers to specific learning activities, such as preparing notes, doing exercises, discussing, helping each other, making tables, drawing concept maps, etc. The design of learning behavior and activities is based on cognitive strategies and cooperative learning strategies.

(4) Effective learning environment refers to the effective integration of learning resources (including information resources and activity space facilities) and learning tools.

(5) Effective information transmission does not mean a tool for reading and presenting information. It refers to the organization of information, that is, the organizational structure, presentation form and transmission order of learning information resources.

Among the above five sufficient conditions, learners' own learning preparation cannot be designed, while the other four aspects can be designed. The learning dynamic system is not a materialized system that can be directly designed, and its design is based on the other three systems.

Instructional design has three design objects (the third hypothesis in instructional design theory):

1. Design of learning activities. According to constructivism, the motive source of learners' learning and development is the interaction between learners and the environment. The development of learners' cognitive skills and the change of their emotional attitude should be attributed to this interaction. From the learner's point of view, this kind of interaction is learning activity. Therefore, the design of learning activities must be regarded as the core content of teaching design. The design of learning activities is ultimately manifested in the design of learning tasks. By specifying the tasks, objectives, forms of achievement, activities, strategies and methods to be completed by learners, the cognitive processing and thinking within learners can be triggered, so as to achieve the purpose of developing learners' psychological function.

2. Design of learning environment. From the designer's point of view, learning environment is a combination of learning resources (especially media resources) and learning tools, which is actually an organic integration aimed at achieving a certain goal. When learning activities take place, learning environment is also called learning scene, which inevitably contains interpersonal factors. The design of learning environment is mainly manifested in the integration of learning resources and learning tools. The implementation scheme of interpersonal support should also be considered in the design, but interpersonal support is usually expressed as an idea, rather than the implementation details with strict operation steps.

3. Media communication design. The task of media delivery design is to decide what media form to use, what presentation order and what organizational form to deliver information to learners. The design of classroom teaching and the design and development of teaching media materials belong to this level of activities. Media placement is the most marginal design activity.

The above activities of instructional design are divided into three levels to remind instructional designers that the design of learning environment and media is not the whole of instructional design. For a long time, the field of instructional design has mainly focused on media communication activities. With the popularity of the network, the openness of the network environment and the richness and accessibility of resources, instructional designers gradually shift their design focus from the design of media communication to the design of learning environment, and then pay attention to learning activities.

Third, the design of teaching mode in modern information technology environment

With the deepening of education and teaching reform, the reform of teaching concept, teaching mode and teaching method increasingly depends on the support of modern educational technology with multimedia technology and network technology as the core. At present, many vocational colleges have established campus networks and connected with the Internet, built teaching resource libraries and built many multimedia classrooms, which have built a platform for the application of modern educational technology. How to integrate information technology with curriculum, give full play to students' main role, create a new teaching structure, cultivate students' innovative ability and provide an ideal teaching environment will be the key to the success or failure of teaching reform.

According to the theory of educational communication, the teaching process can be regarded as a process of information communication, which includes three elements: teachers, media and students. Different combinations of these three elements will form different teaching modes and adapt to different teaching environments. In different teaching modes, teachers have different positions and roles. At present, there are three teaching modes in the information technology environment: multimedia classroom teaching mode; Personalized teaching mode based on network environment: cooperative learning mode supported by campus network.

(1) Multimedia classroom teaching mode: It is a traditional classroom teaching mode that introduces multimedia technology. Teachers choose teaching content, design teaching methods, make CAI teaching courseware, and pass the teaching content to students through the media. The media includes teachers' own words and deeds, multimedia computers and various modern audio-visual media. This teaching mode greatly increases the amount of teaching information and changes the singleness of traditional classroom teaching. Students receive teaching information from teachers, computers and various media, which are processed by their brains and transformed into knowledge. Although the teaching content is illustrated and lively, there are obvious deficiencies in the innovation of teaching strategies and teaching methods, and the process and function of human-computer interaction are extremely limited. Students' interest in actively participating in the teaching process lies not only in the illustrated and vivid teaching content, but also in the diversity and scientificity of teaching strategies and methods. This is a typical teacher-centered teaching mode, and students are still in a passive position to receive information.

(2) Personalized teaching mode based on network environment: The network environment is an open environment, an environment to encourage autonomous learning, and an environment to cultivate imagination and creativity. In this environment, students can get all kinds of information from the campus network or the Internet anywhere with Internet access conditions. If students have problems in their studies, they can also consult their teachers through the Internet. Teachers don't directly teach students the teaching content, but only indirectly coach students. This is a completely student-centered personalized teaching mode. In this teaching mode, students must have the ability of autonomous learning, which is characterized by "self-guidance, self-motivation and self-control", that is, students can consciously determine their own learning goals, make their own learning plans and choose their own learning methods in order to achieve learning results. Otherwise, it is just blind browsing and learning, and the effect is not great.

(3) Cooperative learning mode supported by campus network: This teaching mode is based on the support of campus network and resource library. Teachers evaluate students' academic performance by arranging teaching plans, implementing online teaching, correcting students' homework and giving online or face-to-face guidance. Students can study alone, in groups, or voluntarily in combination with cooperative learning. Students have the right to choose the content and method of study. In this teaching mode, we should advocate the learning mode of "initiative, inquiry and cooperation". Guide students to participate actively, be willing to explore and be diligent in animals, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. However, many schools have built campus networks, but due to financial and technical problems, the information resources of campus networks are scarce, and the technical development of hypertext characteristics of multimedia systems and their combination with network characteristics is obviously insufficient, which makes modern information technology not fully applied and organically combined in teaching.

Through the analysis of the above three teaching modes, under the information technology environment, each teaching mode has changed compared with the traditional teaching mode, but it still has its own shortcomings. How to organically combine the three teaching modes in teaching, give full play to the role of information technology, implement the integration of information technology and curriculum, provide an ideal teaching environment for students, truly reflect the main role of students, and achieve the best teaching effect. This needs our constant discussion and research.

Fourthly, the innovation of teaching method design in modern information technology environment.

(1). Representing the renewal of teaching concept under the information technology environment

In the field of education, information technology has not produced epoch-making new ideas. To be exact, information technology enables some advanced and avant-garde teaching concepts to be realized, and advanced teaching design theories to be accepted and applied. Therefore, when designing teaching methods, we should establish three brand-new ideas:

The first is to establish a brand-new view of students. Students' position in learning has changed from passive position to active participation, becoming the explorer of knowledge and the subject of meaning construction.

The second is to establish a brand-new media view. Teaching media has changed from a teacher's auxiliary tool to a student's cognitive tool.

The third is to establish a brand-new teaching concept. The teaching method has changed from simple explanation based on induction or deduction to comprehensive application of various new teaching methods and learning methods based on scenario creation, active exploration, collaborative learning, conversation discussion and meaning construction.

(B) the organic integration of information technology and disciplines

The application of information technology in the field of education is the decisive factor leading to the thorough reform in the field of education, which will inevitably lead to the fundamental reform of teaching content, means, methods, models and even teaching ideas, concepts and theories. The most fundamental feature of educational informatization is the utilization of educational information resources and the application of information technology, especially multimedia network technology, in education and teaching.

The integration of information technology and discipline is a subject that needs to be discussed continuously. According to the survey, so far, none of them have? Form a more mature model. At present, the integration of information technology and disciplines is basically still in the CAI stage using multimedia courseware, which is far from what we really want to achieve. In order to realize the real integration of information technology and disciplines, we must develop a network-based teaching support platform, especially a web-based collaborative platform, so as to complete the integrated qualitative learning.

The integration of information technology and discipline on the network-based teaching support platform will bring great changes to the teaching process, teaching form and teaching effect;

1, the change of teaching form. Due to the application of information technology, the original classroom teaching organization has been broken and replaced by classroom learning, group discussion and collaborative learning. Students can also use the student forum on the campus network.

2. Changes in learning styles. Students change from passively accepting knowledge to actively learning knowledge. They carry out independent exploration and interactive learning through the campus network, and actively construct knowledge by using various learning resources. Cultivate students' autonomous learning ability, innovative ability and cooperative learning ability with others.

3. The expansion of teaching content. With the application of information technology, the traditional and static forms of books and teaching materials have been transformed into illustrated multimedia teaching content, and audio-visual teaching materials and CAI courseware based on network characteristics can be placed on campus. Online for students to learn by themselves. In this way, book knowledge has been greatly enriched and expanded, and students can master more knowledge within the prescribed teaching time.

4. Changes in teachers' roles. Teachers have changed from traditional knowledge givers to leaders, instructors and organizers of students' learning. In the modern information technology environment, teachers are no longer the only source for students to learn knowledge. Teachers should not take imparting knowledge as their main task and purpose, but should focus on how to design teaching programs, teach students how to learn, cultivate students' "information literacy" (including information acquisition ability, information analysis ability, information processing ability, information innovation ability, information utilization ability, cooperation awareness and information exchange ability), and cultivate students' awareness of using information technology.