The most important thing is to make sure that you have a good understanding of what you are doing and how you are doing it.

Talking about how to carry out information-based instructional design Part 1

First, the difference between traditional instructional design

Instructional design is based on the object of teaching and teaching objectives, to determine the appropriate starting point and end point of the teaching, the teaching of all the elements of the orderly, optimal arrangement, the formation of the process of teaching programs. It is a systematic approach to the scientific solution of teaching problems, it is to optimize the teaching effect for the purpose of solving teaching problems. And information technology teaching design is learning-centered, making full use of modern information technology and information resources, scientifically arranging the various links and elements of the teaching process to achieve the optimization of the teaching process. The application of information technology to build an information-based environment, access and use of information resources, support for students' independent inquiry learning, cultivate students' information literacy, improve students' interest in learning, so as to optimize the teaching effect.

From the definition, I understand that the traditional instructional design is oriented to the knowledge point, to teach the key points, difficult points as the center of the development, highlighting the "teaching"; and information technology instructional design is oriented to the process and based on the design of resources, highlighting the "learning".

Second, the informational teaching design is not equal to the lesson plan, is not equal to the courseware

In the past few years of teaching, I mainly focus on how to teach a good lesson, how to improve the level of learning of the students, because I pursue this "realistic" results make me have not been able to calm down.

In the past few years of teaching, I have mainly focused on how to teach a good lesson and how to improve the learning level of students. A lesson plan is a detailed description of the content of the lesson, written in sections of the lesson, in an order of approximation. And information technology instructional design from the static teaching design, transformed into dynamic information design to make the classroom dynamic, stimulate interest in learning; at the same time it is from the traditional instructional design, transformed into a network of instructional design so that interpretation of the teaching materials to guide the knowledge of learning; from the collective design of a unified change to personalized design; from the emphasis on results evaluation, transformed into the ability to evaluate, pay attention to learn to learn, learn to learn to innovate, the comprehensive quality.

Third, information technology teaching design points

1. Information technology teaching design points to note is the choice of information resources, such as websites, multimedia resource library, courseware, etc.; followed by the creation of teaching situations, such as when I explain the vocational school mechanical drawing, "mapping of parts," a class, I used a new German high-tech five-axis Dermagit CNC before the class. Linkage of German a new five-axis Demagi CNC equipment for machining made into a video, played before the introduction of the subject, create a situation, the introduction of the content of the new course, which can strongly trigger the students to learn the craze for CNC professional awareness again.

2. Information technology teaching design needs to pay attention to the "teaching" to "learning", in fact, over the years have been aware of the classroom should be the main body of the students, the teacher is just a guide, I am puzzled by the classroom is still a large part of the teacher can not really put the classroom of the teacher, the teacher is the main body of the classroom. Can not really classroom this "sovereignty" back to the students, the reason is worth educators to think and efforts;

3. Finally is concerned about the evaluation method, timely evaluation can be effective in obtaining the results of teaching and learning, encouragement is more effective than the fight, so we teachers should improve their own art of speech.

Fourth, the teaching mode of information technology is different from the traditional teaching mode

I think that the traditional teaching mode, it is a teacher-led didactic teaching, it is a poor learning environment, basically a kind of fixed, recapitulation of learning, and the students are mainly through the individual learning to complete the learning task; and the information technology teaching mode, it is based on teacher-led, student-led independent, exploratory, interactive teaching, it has a rich learning environment, more open, and students mainly through collaborative learning to complete the learning task, "task-driven" and "line, in the context of the relevant specific meaning to determine and teach learning strategies and skills. Teaching learning strategies and skills.

How to carry out informatization teaching design Part 2

Abstract: This paper clarifies the connotation of informatization teaching design, summarizes the five main features of informatization teaching design, and analyzes the teaching goal, teaching mode, teaching media and resources, interactive teaching activities and teaching evaluation as the elements of informatization teaching design, which provides a reference basis to carry out informatization teaching activities. It is a good example of how to use information technology in teaching and learning activities.

Keywords: informative instructional design; characteristics; elemental analysis

I. Connotation of informative instructional design

Referring to the book edited by Prof. Zhu Zhiting, Modern Educational Technology - Towards Informative Education.

Referring to Professor Zhu Zhiting's book "Modern Educational Technology - Towards Informatized Education", the definition of informatized instructional design, informatized instructional design refers to the full use of information technology and information resources in the teaching process, scientific arrangement of the various aspects and elements of the teaching process, to provide students with good informatization of the conditions of learning, to achieve the optimization of the teaching process of the systematic approach. The purpose of informatization teaching design is to cultivate students' information literacy, innovative spirit and comprehensive ability, and to comprehensively improve students' learning ability and academic achievement, and its process can be summarized as: use of means - situational arrangement - system optimization, and its research object is the informatization

The main features of informationized instructional design

Traditional instructional design is mainly based on behaviorist theory [1], informationized instructional design in the traditional instructional design, but also the introduction of constructivism, multiple intelligences and the theory of systematic science [2], and thus the informationized instructional design has a clear difference with the traditional instructional design, reflecting many different The information-based instructional design is based on traditional instructional design, but also the introduction of constructivism, multiple intelligences and system science theory [2], so the information-based instructional design has a clear difference with the traditional instructional design, reflecting many different characteristics and requirements of traditional instructional design.

(a) emphasizes the "learner" as the center. The key theoretical basis for informational instructional design is the theory of construction. The main task of informative instructional design is to use information technology to provide rich information resources to create a student-centered open learning environment [3], so that students in such an environment for constructive learning, in which case students are the main body of learning activities. Information-based instructional design respects the individual differences of each student and emphasizes students' self-designed learning, so that different students can choose their own learning content and learning methods according to their own interests and abilities, and carry out homogeneous learning in the corresponding time and space in order to achieve the best learning results.

(ii) Based on an open teaching model and teaching environment. Information technology teaching design, to adopt an open system of thinking, based on an open teaching mode and teaching environment, thinking about the entire teaching process to overcome the traditional teaching design is relatively closed, linear thinking characteristics, so that students in an open learning environment, according to their own learning needs, the use of a wealth of information resources to carry out independent learning, exploring and problem solving, to change the previous closed, passive, The first step is to make sure that the students are able to learn from the information they need to explore and solve problems.

(c) Driven by problems and tasks. Problems or tasks are contextualized embodiment of the learning objectives [2], the teacher to teach the curriculum as the background of the big concepts, around a complete problem or task design, arrangement of teaching, so that students become the role of the problem (task) situation, prompting students to learn the relevant knowledge, stimulate students to think creatively, in order to cultivate students to solve the problem and complete the task of the ability to do so.

(d) Feedback regulation and learning evaluation of timeliness. Informational teaching design requires the implementation of rapid and timely evaluation of the teaching process. Teachers based on the collection of "real-time" information on student learning to make rapid evaluation and feedback, students through the feedback results in a timely manner to understand their own learning situation and make the appropriate learning strategy adjustment to achieve the learning process monitoring and regulation. At the same time, through the use of networked teaching evaluation system, students can be prompted to develop a good habit of self-reflection and self-evaluation, to improve the efficiency of student learning evaluation and feedback regulation.

(E) requires teachers and students to have the appropriate information technology literacy. Informational teaching design is to make full use of information technology and information resources for task-based, cooperative, research-based learning. This requires teachers and students to have a certain degree of information technology literacy, otherwise they will be lost in the "sea of information". Only when teachers and students of information technology literacy to reach the appropriate level, to ensure that information technology teaching design is widely used and effective.

The elements of information technology teaching design

The elements of information technology teaching design include: teaching objectives, teaching mode, teaching media and resources, interactive teaching activities and teaching evaluation.

(a) Teaching objectives

Teaching objectives are a measure of the quality of teaching and learning, a clear and specific teaching objectives on both sides of the teaching and learning have a positive role in promoting. Formulation of teaching objectives usually consider the following questions:

1. What knowledge will students learn? What degree of learning?

2. Consolidate what knowledge? What knowledge is being prepared for learning?

3. What practical situations in daily learning and life should be integrated?

4. Which skills are to be developed? And to what extent?

5. What ideological education will the students receive? What misconceptions are to be corrected?

6. What abilities are to be developed in students? And so on. Teaching objectives should be set appropriately, too high, too low or vague, are not easy to implement and realize.

(B) teaching mode

Teaching mode is not fixed, according to the teaching characteristics of different courses and teachers' teaching style, different teaching modes can be used. The main modes of information technology teaching are:

1. Multimedia teaching mode. This mode of teachers use multimedia courseware, the use of computers, projection and other equipment to assist their classroom teaching, the mode is suitable for theoretical lectures, lectures, etc., which is conducive to giving full play to the leading role of teachers.

2. Network classroom mode. This model through the network to form a teaching interactive system, in addition to having a large screen projection, teaching and learning personnel should have a computer, the model is suitable for interactive operation of the teaching content, in the operation of the computer and networked simulation of the operation of the application of more.

3. Online independent learning mode. In this mode, students use network information resources (e.g., multimedia courseware, network courses, etc.) to study independently, which is an extension and expansion of classroom teaching in an information-based environment. This mode is mainly applicable to the consolidation and enhancement of classroom teaching, on the premise that there are abundant teaching resources and a corresponding teaching environment.

4. Online collaborative learning mode. This mode [4] through the network to achieve collaboration and interaction between students and computers, teachers and students, students and students, the model not only plays a leading role in the teacher, but also reflects the role of the main body of the students, can mobilize the teaching and learning of the two sides of the enthusiasm, to obtain good teaching results, but must have the corresponding network teaching platform for support.

5. Research learning mode. Using this mode, the teacher puts forward the problem, while providing a large number of network resources or other information resources, so that students make full use of these resources to study the corresponding conclusions, the mode focuses on cultivating students' exploration and research ability, can fully stimulate the students' interest in learning.

(C) Teaching media and resources.

The selection of teaching media and the design of teaching resources is an important part of the teaching design, the creation of teaching situations, the display of teaching content, teaching and learning activities need to be carried out through the teaching media and resources to reflect.

1. Teaching media selection. The choice of media is based on the teaching content and teaching objectives, choose to store and reflect the carrier of teaching information (such as text, pictures, sound, animation, video, etc.). Media directly involved in the process of teaching activities, used to convey teaching information, can make the learner's senses by the most direct stimulation. The role of the media in teaching is mainly to present the facts, create a situation, provide demonstrations, analyze the principles.

2. The design of teaching resources. At present, in teaching, the main form of teaching resources is the application of electronic lecture notes. It is a supplement and expansion of the traditional teaching of the board, the use of proper conducive to enhance the infectious and expressive content of teaching, increase the teaching of the ` information, stimulate students' interest in learning, improve the effectiveness and quality of teaching.

3. The design of teaching resources. Learning teaching resources are designed to adapt to the needs of students' independent learning and collaborative learning, it is to help teach the complementary and perfect teaching resources, its main form is multimedia courseware. When designing teaching resources for learning, we must highlight the function of independent learning to solve a particular problem as the main goal, choose those suitable for multimedia performance, use modular structure, design teaching resources as a navigator for students to learn independently, and make it have a good interactivity and humanized interface.

(D) Interactive teaching activities

Interactive teaching refers to the process in which teachers and students interact with each other, influence each other, and *** with each other to promote teaching and learning in order to achieve certain goals in teaching. Modern educational theory advocates the interaction between students and students, the interaction between media and students, and more emphasis on the interaction between teachers and students. Teaching and learning are closely linked to the two aspects of the teaching work only when teachers and students *** with the participation of the formation of two-way information exchange and interaction, in order to achieve good results. Usually can be used in interactive teaching activities are teaching dialog, group discussion, role-playing and so on.

(E) teaching evaluation

Teaching evaluation is an important part of the teaching process, it is based on the teaching objectives, to take the scientific evaluation criteria, the use of effective technical means, the process of teaching activities and its results in the measurement, and to give value judgment. Teaching evaluation should be carried out throughout the teaching activities [5], the use of teaching evaluation system using diversified evaluation methods (such as student self-assessment, student mutual evaluation, teacher mutual evaluation, etc.) for evaluation, in order to provide timely feedback for the teaching, so that teachers are always aware of the situation of teaching and timely adjustment of teaching.

References

[1] Zhang Jianping, Li Huigui. Research on the Basic Problems of Instructional Design in Informatization Environment[J]. Research on Electrification Education. 2005 No.9:33-37.

[2]Zhou Kunliang. A review of research on informatized instructional design [J]. Journal of Nanjing Xiaozhuang College. Issue 1, January 2011:64-67.

[3]J. Huang. A few thoughts on informatization teaching design [J]. Educational Information Technology. 2007 Issue 6:27-29.

[4]Sun ZF. Research on curriculum teaching design support system under informationization environment [D]. Nanjing: PLA University of Technology, 2009.

[5] Zhang Xuejun. Discussion on teaching design in education informatization environment [J]. Science and Education Literature. 2007 April, Early Issue: 45.

What are the main links included in the design of informatized teaching?

1, teaching design is based on the requirements of the curriculum standards and the characteristics of the teaching object, the teaching of the elements of the orderly arrangement, to determine the appropriate teaching program ideas and plans. Generally include teaching objectives, teaching key points, teaching methods, teaching steps and time allocation and other aspects.

2, information technology teaching design is the Shanghai Normal University, Professor Lai Jiahou put forward, is the use of a systematic approach to learning as the center, make full use of modern information technology and information resources, scientific arrangements for the teaching process of the various links and elements, in order to achieve the optimization of the teaching process. The application of information technology to build an information-based environment, access to and use of information resources, support for students' independent inquiry learning, cultivate students' information literacy, and increase students' interest in learning, so as to optimize the effectiveness of teaching.

3, the main aspects of instructional design include: learning needs analysis, learning content analysis, learner analysis, learning environment analysis, determine the learning objectives, design teaching strategies, selection of teaching media or resources and evaluation of learning effects.

4, the main aspects of information technology teaching design include: unit teaching goal analysis, teaching tasks and problem design, information resources to find and design, teaching process design, student work example design, evaluation of scale design, unit implementation program design and evaluation of modification.