2. Try to talk about the future trend of computer development history.
3. What is a modem? What is its main purpose? Modem is a kind of computer hardware, which can translate computer digital signals into pulse signals that can be transmitted along ordinary telephone lines. These pulse signals can be received by another modem at the other end of the line and translated into computer-readable language. This simple process completes the communication between two computers.
4. What is the purpose of the 4.Ctrl key?
The first trick: close Windows XP quickly.
As we all know, the shutdown process of Windows XP is very slow and takes a long time. However, we can use Windows Task Manager to shut down quickly: click the shutdown menu of Task Manager and hold down the Ctrl key while selecting the shutdown command.
The second trick: close the current document in a multi-document program.
As we all know, Alt+F4 can close the current project or exit the current program, but few people use Ctrl+F4. In fact, it can close the current document in a multi-document program without closing the program.
Step 3: Show the Start menu.
Hold down the Ctrl key and then press the Esc key to display the start menu, which has the same effect as pressing the WIN key.
Information Technology and Educational Technology in RTVU: What are the steps of the general model of debriefing teaching design? 4 1. Analysis of teaching objects 2. Set teaching objectives. Choose teaching methods. Implement teaching evaluation.
20 15 RTVU information technology and educational technology test questions, please briefly describe the steps included in the general mode of instructional design. Traditionally, no matter what kind of teaching design mode, it contains such basic elements: guiding ideology and theoretical basis; Teaching tasks and objects; Teaching objectives; Teaching strategies; Teaching process; Teaching evaluation.
Guiding ideology and teaching theory.
2) Teaching analysis (teaching material analysis and learning analysis)
3) Design of teaching objectives
4) Design of key and difficult points in teaching.
5) Design of teaching process
A) the design of teaching situation
2) Design of teaching lead-in.
Design of teaching mode
D) teaching summary design
E) the design of teaching blackboard writing
Information technology and educational technology of RTVU 2. Please briefly describe what steps are included in the general mode of teaching design. The general model of teaching activity design process consists of four parts: preliminary analysis, objectives, strategies and evaluation.
Goal design includes two aspects: confirming the classification of learning goals, formulating operational learning goals and writing materials to evaluate learning goals.
Please briefly describe what steps the general model of instructional design includes.
The general model of teaching activity design process consists of four parts: preliminary analysis, objectives, strategies and evaluation.
Goal design includes two aspects: confirming the classification of learning goals, formulating operational learning goals and writing materials to evaluate learning goals.
"A Brief Answer to Information Technology and Educational Technology" What is metacognitive strategy metacognition was put forward by fravel in the 1970s, also known as anti-retrospective cognition, reflective cognition, super-cognition and post-cognition. Metacognition is an individual's understanding of his own cognitive processes and his ability to adjust these processes.
Metacognitive strategy is a typical learning strategy, which refers to students' effective monitoring of their own cognitive process and results.
Metacognitive strategies control the flow of information, monitor and guide the cognitive process, including planning strategies, monitoring strategies (attention strategies) and adjustment strategies.
The expression of information technology and educational technology is wrong, because information technology is the technology, ability and consciousness to acquire, collect, sort out and apply information.
Educational technology is to adopt appropriate modern technology and apply it to education and teaching in order to improve the efficiency of education and teaching.
What are the effective forms of interaction between information technology and educational technology test questions?
Effective interaction is not an activity controlled by teachers and influenced by one direction. From the information transmission mode of teacher-student interaction, effective teaching interaction has the following three forms:
1. Bidirectional type
In this interactive way, information between teachers and students is exchanged, received and fed back. In class, it is mainly manifested in the form of dialogue between teachers and students, such as teachers asking students to answer or students asking teachers to answer.
2. Multidirectional type
This form of interaction is different from two-way interaction. In the process of interaction, there is not only interaction between teachers and students, but also interaction between students and two-way flow of information. It emphasizes the multi-directional transmission and feedback of information. Common forms in class are: deskmate discussion, group cooperative learning, group competition, etc.
3. reticular type
In this interaction, students and teachers form a closely linked network, and each student and teacher is a node of this network. Can pull a little, drive the whole network, and the radiation range of interaction is very wide. This interaction emphasizes the equal participation of teachers and students in learning activities, the information is fully open, and teachers are no longer the only source of learning. The carrier of this interaction is often a large-scale mathematical game or online interactive activity with the help of modern information technology.
In practical teaching, the three are often intertwined and indispensable. As far as teaching effect is concerned, among the three forms of interaction, two-way interaction is poor, multi-channel interaction is good, but online interaction is the best.
"Full participation, equality and trust, mutual respect and love, free communication, unity of knowledge and action, and common activities" are the ideal realm of interaction required by our new curriculum.
The organization and implementation of teaching interaction generally follow the following procedures:
(A) preparation strategies and methods of interaction
1. Create an environment conducive to effective interaction.
Interaction theory emphasizes that interaction is a function of people and environment. Therefore, create a physical environment suitable for students' interactive learning (such as classroom layout, seating arrangement, lighting, greening, etc.). ) and positive social and psychological environment (intimate and harmonious teacher-student relationship and democratic and harmonious teaching atmosphere) are the prerequisites for effective interaction. In this environment, students will have a sense of security and pleasure, and can stimulate their potential and effectively carry out various teaching interactions. In interaction, teachers should actively encourage interaction, create interaction conditions, eliminate interaction obstacles, and strive to cultivate students' attitude of being willing to interact.
2. Preset interaction: the fulcrum of effective interaction
To do a good job in classroom teaching interaction, we must have interactive presupposition. In classroom teaching design, we should combine classroom teaching objectives, teaching materials, students' reality and teaching methods. , and how to introduce interactively by default. When to interact in class? How to interact? How to interact finally? Whether to extend the interaction and other issues. The focus of preset interaction is "more intensive use in the early stage and flexible design". More pre-intensive use refers to the preparation of several interactive programs in advance, both in form and content, but in classroom teaching, it should be used cautiously according to the actual classroom. Flexible design refers to considering "different people's development" when designing interactive activities, designing learning goals for different people, considering "different people's cognition", and designing interactive contents and forms for different people according to the variability and generativeness of the classroom.
(B) the organizational strategies and methods of teaching interaction
1. Q: The origin of effective interaction.
The problem is the engine of students' thinking interaction. The interaction of classroom teaching is often an activity to solve problems from the beginning. Interaction without problems is like an engine without oil. At most, it is only a formal interaction, and there is no substantive interaction in thinking. What's the problem? It is usually mentioned by the teacher. When teachers ask questions, they mainly pay attention to two aspects: how to ask and what to ask. Effective interactive questioning focuses on guidance. It is necessary to avoid a large number of questions and answers, resulting in a small interactive scope, passive learning or interactive distortion, and even the emergence of "Mr. Nanguo". Asking questions should be closely related to the teaching objectives, which is conducive to students' interaction, asking questions from different people and giving students time to think. At the same time, we should consider the actual situation of students and create problem situations in the field of students' recent development.
2. Dialogue: an important way of effective interaction
Classroom teaching is a learning process with dialogue as the main interactive channel. Dialogue refers to the two-way communication between teachers and students through speaking and listening on the basis of mutual respect, trust and equality. There is no interaction in class, and many times the problem lies in the dialogue. How can we achieve a truly effective dialogue? (1) People must establish a democratic and equal relationship between you and me. In particular, teachers should maintain equality in concept and personality with students, try their best to protect students' innovative spirit, and consider problems from the perspective of students. (2) Give students equal right to speak. We should do this: give students enough time to express their views, allow students to express different views, and allow different students to express their views.