Expressiveness, cognitive goals, control interaction, participation, audience, cost structure, use skills and design requirements.
1.
It is the characteristic of presenting teaching information and the main factor of the teaching function of media. Usually from three aspects:
(1) The organs of information presented by the media;
(2) the expressive force of media on space, time, movement and color;
(3) What symbols are used by the media to present information.
2. Cognitive goals
Different teaching media have different functions in achieving different cognitive goals. The cognitive goals that show the difference of media teaching function mainly include:
(1) Knowledge understanding: accept the facts, understand the background, relationships and laws, and improve the cognitive structure;
(2) Application and skills: cultivate skills of various practical activities and apply theory to solve practical problems;
(3) intelligence and ability: develop intelligence and increase various abilities;
(4) Evaluation and attitude: cultivate hobbies, develop judgment and values, and change attitudes and behavior habits.
Control interaction
Control functions mainly include:
(1) Easy to operate and friendly interface. Do you need special skills?
(2) Lightweight, easy to carry and convenient to use anytime and anywhere;
(3) Time control characteristics, that is, the functional characteristics of teachers and students' time control over the media.
Interactive characteristics:
It mainly refers to the dissemination direction of teaching information and the functional characteristics of interaction between teaching and learning, which can be divided into one-way communication media and two-way interactive media.
The interaction and control characteristics of media are important functions of teaching media, which have great influence on the effect of teaching and learning.
Involved
Learners' behavioral participation and emotional participation in using media are different in different media. The main purpose of participating in the reaction to the design behavior of teaching media is:
(1) Change passive acceptance of information into active learning to enhance the learning effect;
(2) Ensure the realization of teaching objectives and promote the occurrence and cooperation of various corresponding learning response activities;
(3) Make a correct evaluation of yourself, diagnose problems and difficulties, and try to solve them;
(4) Reactive activities are aimed at building students' self-confidence and enhancing their learning motivation and motivation.
In addition, the media function of emotional participation can not be ignored.
5. Audience
The audience of media, also known as contact surface or accessibility, refers to the number of media audiences and the difficulty of obtaining such media.
6. Cost structure
The cost of different media is different. The basic problems of media cost analysis are: to understand the cost composition and law of different media: the relative proportion of design (creation) cost, development (production and mass production) cost and communication (broadcasting and distribution) cost of different media is different; Different media have different proportions of fixed costs and variable costs; Different media have different changing rules of various cost factors. Various cost factors above the media and their changing rules will eventually produce different cost benefits, which is an important aspect that can not be ignored when examining the function of teaching media.
Use skills
Require media users to master the necessary skills: students should learn to learn based on resources, learn to use various media, and learn to teach themselves; Learn to use technology and media to communicate with teachers, classmates and others to realize collaborative learning; Learn to actively obtain information, process information, publish and disseminate information.
8. Design requirements
In order to give full play to the function of teaching media, designers should master certain professional knowledge and design skills.