How to use information technology for teaching design

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 The education mode is not well combined with the development level of modern information technology, which is outdated and backward; Many excellent teaching resources have not been widely promoted.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 teaching design activities are divided into three levels, aiming at reminding.