In a progressive society, one of our jobs is teaching. The so-called reflection means that we can quickly get out of a scene and state of affairs and see our performance in the previous scenes and States of affairs. So what kind of reflection is good? The following is my collection of reflection and countermeasure papers on the construction of educational technology specialty in local colleges and universities for your reference, hoping to help friends in need.
Paper Keywords: local colleges and universities educational technology curriculum system
This paper analyzes the current situation and existing problems in the construction of undergraduate education technology specialty in local universities, and puts forward some countermeasures for the construction and development of undergraduate education technology specialty in local universities: changing ideas, basing on the job market, allocating curriculum resources and adjusting curriculum content according to the market, striving for survival and development in the competition, and taking the road of characteristic specialty construction.
With the expansion of colleges and universities, the number of undergraduate majors in educational technology in local colleges and universities has increased sharply. Local education has become the main part of China's educational technology professional group, which restricts the overall quality of China's educational technology talents and the level and speed of information construction. In the national informatization development strategy from 2006 to 2020, China put forward the national information skills education and training plan, the development and utilization plan of online media information resources and the plan to narrow the digital divide. To complete these three grand plans, we need a large number of workers who know both educational theory and information technology, which undoubtedly provides a broad stage and employment prospect for the construction and development of educational technology specialty. Whether educational technology majors can grasp the development opportunities, cultivate talents suitable for China's information education and information industry, and effectively promote the national informatization construction depends to a great extent on the quality and level of educational technology undergraduate majors in local universities.
First of all, thinking about the idea of educational technology undergraduate course in local universities.
The major of educational technology (audio-visual education) was formally opened in colleges and universities in the late 1970s. 1978, Beijing Normal University, South China Normal University, Northeast Normal University and other universities took the lead in setting up audio-visual education majors. 1983 educational technology (audio-visual education) has officially become an independent undergraduate major. From 1985 to 1998, 35 colleges and universities have set up educational technology majors, and the main part of the undergraduate level of educational technology is the national colleges and universities. Professional teaching is carried out in accordance with the traditional teaching mode of ordinary colleges and universities, and the training direction is to train audio-visual educators for secondary normal schools, primary and secondary schools and audio-visual libraries (stations) at all levels. Due to the lack of graduates and the great social demand, educational technology has become a hot major, and employers have come to schools to grab graduates. 1999~2003, there was a rapid growth period for the undergraduate specialty of educational technology. Many local colleges and universities have set up educational technology majors, and local colleges and universities have gradually become the main body of educational technology majors. On the basis of imitating the existing traditional model and referring to the experience of their respective schools, the main goal of training is still to train audio-visual educators for secondary normal schools, primary and secondary schools and audio-visual halls (stations) at all levels. Influenced by the professional development of colleges and universities and the information technology curriculum in primary and secondary schools, the demand for teachers is greater than the number of graduates, and educational technology is still a hot major. Since 2004, the undergraduate enrollment of higher education has expanded, and the undergraduate specialty of educational technology has experienced a period of enrollment expansion, which has led to a crisis in students' employment. Faced with the crisis, some people put forward the idea of limiting the scale of professional development. Does the development scale of educational technology specialty really exceed the needs of social and economic development? By the end of 2005, there were 70 1 undergraduate colleges and universities in China, including 600 local colleges and universities, and less than 1/3 of the total number of schools offering educational technology. According to the calculation of 60 students majoring in educational technology in each college, the national undergraduate enrollment in 2005 was only 1 10,000. According to the relevant data in 2007, there is a gap of at least 200,000 people in the software industry in China, and this gap is increasing at a rate of 20% every year. There are 5,000 domestic film and television production companies and nearly 10,000 websites in urgent need of a large number of digital film and television producers. Many international film and television production companies have moved their outsourcing business to China, which has increased the market demand for such talents. According to industry estimates, the digital film and television production industry urgently needs about 6.5438+0.5 million employees. Facing the huge job market, the development scale of educational technology specialty has not exceeded the needs of social and economic development. What's the problem? The first factor is that the concept of "audio-visual education" is deeply rooted in the school-running concept, and it is not understood in a broad sense that educational technology professionals are not only skilled educators, but also engineering and technical personnel who promote the construction of educational informatization. The employment direction of educational technology professionals is limited to the field of education rather than a wider range of enterprises. In 2004, the Teaching Steering Committee of Educational Technology Specialty of the Ministry of Education determined five development directions of educational technology specialty: basic theory of educational technology, information technology education, digital media technology, educational software engineering and modern distance education. However, the training programs of most local universities all embodied the concept of "cultivating applied talents in the field of information technology education". The limitation of school-running concept leads to narrow employment scope and employment crisis, which shows that professional development can not meet the requirements of information construction in China.
Second, thinking about the undergraduate training program of educational technology in local universities.
In the undergraduate training program of educational technology specialty in local universities, there are some problems, such as narrow target orientation, basically the same content of the curriculum system, and the disharmony between knowledge and ability training and the requirements of the job market. This disharmony is manifested in the following three aspects: (1) The curriculum setting and implementation are inflexible. Educational technology specialty is closely related to the information technology market. With the rapid development of information technology, it has gradually become the fastest-growing and most competitive leading technology in the field of new technologies. The continuous innovation of information technology has spawned a huge information technology industry and market. Because specialized courses were offered four years ago, there is a four-year time difference with the change of information technology. Although there are elective courses in the curriculum system, they cannot meet the needs of new technology learning. The regularity and invariance of the curriculum system limit the space for curriculum adjustment, which leads to the adjustment of the curriculum system and curriculum content seriously lagging behind the changes of market demand. (2) Lack of professional ability training. What the market needs is professional ability, not professional ability. Professional ability is the sum of professional ability, social practice ability and professional ethics required to engage in professional activities. Professional ability refers to the ability to use the professional knowledge and skills needed to engage in professional activities, emphasizing the application and pertinence to the technical field of professional activities; Social practice ability refers to the social behavior ability needed to engage in professional activities, and its core is the ability of social cooperation and innovation, emphasizing the ability to adapt to society in professional activities; Professional ethics is the standard and requirement of behavior in professional activities, and it is the moral responsibility and obligation to society. The final result of professional education is to cultivate quasi-professional talents, so it is necessary to integrate vocational education into professional education and try to narrow the gap between quasi-professional talents and professional talents in the training process. Although the training programs of many local colleges and universities also emphasize the cultivation of application ability, skill training, internship and graduation design, the operating background is set by the school rather than the enterprise, which lacks the driving force of professional interest and achievement interest, and fails to evaluate the practice process and results from the perspective of professional ability, resulting in insufficient direct employment ability of students. (3) Not showing professional characteristics. In running a school, local colleges and universities should fully consider the characteristics of local economic and industrial development, and cultivate front-line applied talents with practical and innovative abilities to meet the needs of local economic construction and social development. Under the background of new industrialization, the demand of society and market for talents is diversified, including decision-making, management, design, operation, marketing and service. Therefore, according to the needs of local economic and industrial development, local colleges and universities should give full play to their respective advantages determined by history, region and tradition, define their professional orientation, find a reasonable orientation, form professional characteristics, and cultivate students' competitiveness at the regional or professional post level. At present, the training programs of many colleges and universities are similar in form and have no characteristics, so it is impossible to form professional advantages.
Third, thinking about the teaching resources of educational technology specialty in local universities.
Because the educational technology specialty in local universities has been established for a short time, young teachers constitute the main body of the teaching team, with strong theory and weak practical ability, and most of them have not been trained in social production posts. Teachers' continuing education only pays attention to the promotion of academic qualifications, but not to the short-term learning and vocational training of new technologies, which leads to the closure of teachers' teaching process design, limited to the existing resources of the school, and does not bring social resources into the teaching activities of the course, so that students can not get professional edification. The construction of educational technology specialty needs a lot of financial resources, especially the construction of educational technology laboratory. Due to the enrollment expansion of local colleges and universities and the expansion of new majors, running schools in debt has become a common phenomenon, and the lack of funds for specialty construction and experimental equipment and materials has simplified or diluted the training process of practical ability stipulated in the training plan and weakened students' professional ability.
Four. Countermeasures for specialty construction and development
Facing the job market provided by the national informatization construction, the educational technology specialty in local universities should be based on the advantages of the school, tap the possible conditions for professional development, take the road of characteristic specialty construction, allocate curriculum resources and adjust curriculum content according to the market, and strive for survival and development in the competition.
(1) Adjust the concept of running a school, explore the professional teaching mode of "thick foundation, wide caliber, professionalism and characteristics", and cultivate applied talents who master modern educational theory and modern information technology and meet the needs of information construction.
(2) Professional teachers combine their professional foothold in the job market, carry out technical research according to market demand, focus on breakthroughs, help local and industry solve technical problems and even decision-making problems in the development of information technology, engage in joint product development and production, attract the attention of industry associations, and obtain the support of local and industry associations for professional construction.
(3) The curriculum and arrangement should be flexible and open, allowing enterprises and students to participate in the curriculum and construction, and paying attention to the construction of basic courses and practical teaching links. Set flexible courses. When making the training plan, only set the intentional goal, not the content. In the last two years of teaching, according to the information feedback from the market, set the teaching content and training process from the beginning of employment to improve students' knowledge and skills.
(4) Carry out diversified school-enterprise cooperation mode, introduce vocational education with the help of social resources and advantages, and cultivate students' professional ability according to enterprise requirements.
(5) Let teachers receive short-term training in new technologies in a planned way, organize teachers to go to enterprises and production units for attachment or regular research, cultivate teachers' practical operation ability, focus on cultivating a group of academic leaders and academic backbones, maximize the development, utilization and use of human resources, and promote the sustainable development of the profession.
[Notes]
① Liu. Analysis of Curriculum Structure of Educational Technology [J]. Teaching Research, 2006 (1): 39-43.
② Liu Yao. School-running characteristics, development misunderstandings and corrective strategies of local universities [J]. Journal of Guangdong Peizheng College, 2007 (6): 1-5.
③ Li Shijie. Frequent job-hopping aggravates the shortage of software talents and hinders industrial development [n]. Communication information news, 2007- 1 1-07.
④ Liang Jie. Video technology talents are in demand [n]. Talent market news, June 23, 2007.
Extended content
Teaching reform strategy of educational technology in colleges and universities
With the curriculum reform and the development of science and technology, the teaching of educational technology in colleges and universities also needs to make appropriate changes, which is more in line with the current educational concept and meets the social demand for talents and students' knowledge. From the perspective of cyberspace platform, in order to better promote the teaching reform of educational technology in colleges and universities, it is necessary not only to change teaching methods, but also to adopt mixed teaching models, diversified evaluation methods and advanced teaching concepts. This paper mainly analyzes the reform of educational technology teaching in colleges and universities from the perspective of cyberspace platform.
Keywords: cyberspace platform; Colleges and universities; Educational technology teaching; reform
At present, the modern teaching mode of school-to-school communication with broadband network, class communication with high-quality resources and online learning space for everyone has taken shape in the form of information development, which is also the main goal of modern education information. Transformation through cyberspace is also the main task of schools at all levels in information teaching. Through the establishment of cyberspace platform, educational technology courses in colleges and universities can be improved, and students' autonomous learning ability and information application ability can be cultivated.
I. Overview and characteristic analysis of cyberspace platform
1, Overview of Cyberspace Platform
Space teaching refers to the way of providing each network user with a cloud account, also known as cloud hosting, and carrying out teaching activities on the basis of modern information technology, using network technology and cloud computing technology. Cloud hosting, also known as cloud platform, is a network service platform developed by cloud computing, so China calls cyberspace platform space teaching [1]. People can use computer networks to communicate and exchange, forming a virtual space, that is, cyberspace. Simply put, the cyberspace teaching platform mainly means that teachers will show the teaching content that needs to be explained to students through cyberspace and communicate and interact through the network platform. This teaching method can break through the limitation of teaching time and space. As long as there is Internet, students can study anytime and anywhere.
2. Characteristics of cyberspace platform
First, realize the diversification of learning tools. Compared with the actual learning, the learning tools of Cyberspace Platform are more diverse, including course resources, course assignments, teaching notes, online assessment, online Q&A and so on. These learning tools can make students' study more convenient, remind students to learn, stimulate students' interest in learning, answer students' questions in time, and track students' learning trends at any time.
Second, the immediacy of communication and interaction. Online teaching platform provides communication and interaction tools for all registered users. At the same time, this communication tool is diversified and can meet the different needs of different users. It can provide students with ways to communicate and obtain information through BBS, blogs and questionnaires. In addition to these public communication tools, there are also some personalized tools, such as timetables, emails, personal information and online answers, which make students' study more convenient and efficient.
Third, realize all-round evaluation. Cyberspace teaching platform not only provides users with an efficient and convenient teaching process, but also provides a tracking and evaluation system for the learning process, so that teachers can learn about students' learning trends through the platform, and evaluate students' learning according to their learning progress and other data reflected, which is conducive to urging students to learn, and also helps teachers to be targeted in the teaching process, and can flexibly adjust the course content according to students' specific learning situation.
Second, the countermeasures of educational technology teaching reform in colleges and universities under the cyberspace platform
1. Build a cyberspace platform for teachers.
Teachers can provide more convenience for students' extracurricular learning through the construction of cyberspace platform, so it is necessary to ensure the integrity of learning materials, the convenience of communication channels and the clarity of navigation in the construction of teachers' cyberspace. Class, syllabus, course content, student roster, homework, notice, course management, course gist, discussion area, interview statistics, news exchange, etc. [2] can be set in the teaching navigation bar. Teachers are not alone in the construction of teaching resources. Teachers can mobilize students to collect and share teaching resources together. This not only reduces the workload of teachers, but also promotes students' learning enthusiasm. At the same time, in the provision of learning resources, teachers can adopt a "one-stop" teaching method, integrate resources and form a strong knowledge system. And according to the specific teaching needs, provide students with targeted learning resources to deepen their understanding of the course. In the construction of teaching resources, video, pictures, audio, text and other ways can be used to present resources to enhance students' interest. Through the establishment of teachers' cyberspace platform, students can preview, practice and review independently, making learning more systematic.
2. Use cyberspace and classrooms to create a mixed learning style.
Blended learning refers to the effective combination of traditional classroom and information technology. In this process, teachers can not only play the role of guidance and supervision, but also reflect the initiative and creativity of students. Educational technology is a basic course in normal universities, which is both theoretical and practical. By means of mixed teaching, online learning and offline learning can be effectively coordinated to meet the learning requirements of students with different levels and needs, thus solving the curriculum problems that are difficult to solve in the classroom and providing some support for students' learning. The course of educational technology is not only the application of educational methods, but also the change of educational concepts, which requires teachers' explanation in class and students' self-practice. Therefore, in the teaching of the course, teachers can effectively explain the theory, and online learning can enable students to build their own learning system and improve their application ability by integrating and adjusting the theory.
3. Adopt diversified evaluation mode.
The traditional teaching evaluation is mainly in the form of written test, which is too one-sided and lacks fairness. Therefore, under the cyberspace platform, it is necessary to carry out diversified reform of evaluation methods. This diversity is reflected in teaching subjects, objectives and methods. In addition to the traditional final exam, we also need to add online learning assessment, basic skill operation, experimental assessment and homework assessment to the educational technology teaching inspection. Based on the cyberspace platform, students' experimental reports and assignments are submitted through the network platform, which is more convenient and scientific in the assessment process and improves the fairness and comprehensiveness of students' course assessment. In addition, students can also conduct self-evaluation and mutual evaluation through the cyberspace platform. In the final assessment, it is necessary to synthesize various assessment opinions and results, give the final assessment results, and publish them on the platform. Students can use their own user login password to make inquiries.
Third, the conclusion
To sum up, with the development of information technology and network technology, the educational model in China has undergone tremendous changes. Using information technology and network technology, a perfect online learning platform and teaching space can be established, which makes teaching, answering questions and students' learning more convenient. This paper focuses on the study of educational technology teaching in colleges and universities under the cyberspace platform, reflecting the role and specific application methods of cyberspace platform in educational technology teaching. By establishing a teacher platform, offering mixed courses and introducing diversified evaluation methods, teaching is more efficient.
refer to
[1] Wang Sijuan. Give full play to the advantages of cyberspace platform and strive to create a column of ideological education in vocational education Shinkansen [J]. Consumer Guide, 20 16(2):322325.
[2] Shi Xianhong. A Probe into College Students' Learning Strategies Based on Network Platform [J]. Educational Technology of Software Reading Guidance, 20 14(6):35-36.
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