[Keywords:] Distance teaching mode; Development trend; distance learning
【 China Library Classification Number 】 G434 【 Document Identification Number 】 A 【 Document Number 】1672-0008 (2009) 05-0043-03
First, the basis of the development of distance teaching mode
Information technology represented by computers is widely used in the field of distance education and teaching, forming a unique teaching form. This teaching form is not only a simple application of information technology, but also a new teaching form that needs to be re-recognized and re-learned in concept. It is this new teaching form and fascinating information technology that laid the foundation for the development of distance teaching mode.
1. The behaviors of teachers and students have changed.
At the beginning of the establishment of China Radio and TV University, for a long time, the basic teaching method of Radio and TV University followed the traditional teaching form, and the teaching theory did not get rid of the influence of behaviorism. 65438-0999 Since the implementation of the project "Training Mode Reform and Open Education Pilot Project of Central Radio and TV University", RTVU has carried out extensive and large-scale research on the teaching mode of distance education, forming a unique teaching mode under the network environment, that is, modern distance teaching mode.
Teaching is a bilateral activity between teachers and students. Paying attention to students' learning behavior and teachers' teaching behavior, and studying the relationship between teachers and students under the network environment have become an important part of the construction of teaching mode under the network environment. Teachers' behavior began to change from "teaching" to "guiding", that is, guiding students to learn, providing them with cognitive routes, making them autonomous learners, and providing feedback and answering questions for students. Teachers record students' learning situation in teaching, solve problems in time, and adopt flexible counseling methods to promote students' learning. Under the guidance of teachers, students' learning behavior has also undergone important changes. Their actions are aimed at achieving teaching goals and making various efforts to achieve these goals. Make a personal study plan and use learning resources to study. In learning, we should not only pay attention to the understanding of knowledge, but also master the learning methods. They attach importance to the feedback in the process of counseling, know their learning situation in the feedback, and know their learning results through formative assessment, so as to gain satisfaction and further promote learning. In short, distance teaching has changed from "teaching" to "learning", and the teaching behavior of teachers and students has changed.
2. The teaching organization has changed.
The development of information technology, especially the development and wide application of computer technology, satellite communication and network technology, has brought unprecedented changes to modern distance education and teaching. First, students are not limited by time. As long as you have the desire to learn, you can get learning resources in the network and multimedia classrooms of your unit and family or learning center, or log on to the internet website of the pilot school to get dynamic teaching information, key and difficult counseling information and online learning support services; Second, the online school has developed online open education teaching management software and online teaching platform for distance open education. In teaching, online schools strive to make every major have a home page and build a teaching platform. In addition, students can order courses or courseware on campus network or broadband local area network; Thirdly, students in some courses can learn by using the computer multimedia courseware developed by the online school. The interaction between man and machine and between people and teaching content is conducive to personalized learning. Students, especially those who are not connected to the internet, can also receive course counseling through VBI receiving points all over the country, and all the information on the Internet can be received through VBI. Here, the traditional campus has been completely broken, and there has been a real long-distance teaching organization and the personalization of students' learning.
3. Teaching resources and teaching interaction have changed.
With the development of modern information technology, teaching media and teaching interaction forms are diversified. For example, the Open University of Britain "attaches emails, discussion boards and websites to most of its courses, and there are many educational technology reform projects." [1] In China, students can enter the live classroom regularly, receive real-time lectures from the live classroom of the school, and ask questions and discuss with the lecturers in real time by telephone or email. At the same time, we use text teaching materials, video teaching materials (VCD) (including satellite and cable TV broadcasting), online courses (Web) and CAI courseware for teaching. Students can receive dynamic teaching guidance information or send feedback information to teachers through video conference system, classroom live broadcast, VBI, e-mail and electronic question answering system, BBS online discussion, e-mail, telephone, group study, face-to-face tutoring and homework correction, etc., and conduct real-time or non-real-time teaching interaction.
Second, the conditions for the development of distance teaching mode
1. Technical conditions
With the development of modern information technology and its application in teaching, new changes have taken place in the teaching mode. As a new teaching form, mobile learning has attracted the attention of some scholars and produced some scientific research results. The distance teaching mode not only has the general teaching mode, but also the vast number of teaching workers have explored specific teaching modes for different disciplines according to the characteristics of disciplines in teaching practice. The development of modern information technology provides greater convenience for distance education. The intellectualization of teaching technology and the diversification of teaching methods are the general trend of distance education development. People begin to pay attention to the development and application of information technology, which will continue to provide people with more convenient tools and more effective teaching environment for their study, thus building important technical conditions for the reform and innovation of distance teaching mode.
2. Theoretical conditions
The renewal and development of teaching theory has laid a solid theoretical foundation for the construction of distance teaching mode. No matter behaviorism, cognitivism, humanism or constructivism, any theory has its rationality and shortcomings, and not all theories are applicable to all disciplines and all teaching stages. The development of educational science is inseparable from the development of other disciplines. When these subjects are introduced into teaching, new teaching theories and schools will appear. Undoubtedly, distance education has its own specific research object and content, its own unique basic concepts and theories, and its own discipline system. However, it does not affect the use and reference of theoretical research results of other disciplines, especially the latest development of psychology and learning theory, such as the rise and development of constructivism theory, which has had a great impact on the distance teaching model. At the same time, with the development of communication, management and economics, the introduction of system science, information theory, cybernetics and communication theory into teaching will also lead to the continuous innovation and development of distance education and promote the growth of distance education. With the deepening of people's teaching practice, various teaching theories emerge one after another. People make new explanations and draw new conclusions according to the needs of society, which provides theoretical conditions for the continuous development of distance teaching mode.
3. Social conditions
Learning is a lifelong behavior of human beings, which provides social conditions for the construction of distance education teaching mode. The idea that learning is a lifelong behavior of human beings has been accepted by people, and building a learning society is the trend and trend of social development today. Distance education will play an increasingly important role in the learning society. Learning is a lifelong behavior of human beings, and it is also a social condition for the construction of distance education teaching mode. The development of distance education mode depends on the development of human society. The object of distance education is working adults, who play an important role in the development of human society. In the future society, social occupations will become more and more diversified, and the learning needs and wishes of adults who participate in learning will inevitably show a diversified trend. The diversification, individualization and lifelong learning of learning are more prominent in distance education, which provides social conditions for building a new distance teaching model in a learning society.
Third, the new trend of the development of distance teaching mode
1. The theoretical basis of distance education is expanding.
Teaching mode exists in the teaching process, and there must be teaching mode in teaching activities and teaching process. From Comenius' great teaching theory to Herbart, people began to study pedagogy with philosophy and ethics, and the application of multi-disciplines promoted the development of pedagogy. In recent years, the development of science and technology has promoted the emergence of new theories, enabling teaching theories to absorb the research results of system theory, cybernetics, information theory, sociology and culturology. Applying these theories to pedagogy research will inevitably become the theoretical basis for the construction of teaching model. In addition, various theories also influence each other, penetrate each other and learn from each other.
The formation of a teaching theory is an educator's exploration of teaching rules from different angles and viewpoints. It is these different viewpoints that have formed different schools today. It is the formation of these different schools that constantly develop and enrich the teaching theory, prompting people to prompt the teaching law from different angles and aspects. The change of teaching mode from simplification to diversification itself shows that the theory of single teaching mode has been replaced by various teaching theories. Just as pedagogy absorbs other disciplines to develop itself, schools in pedagogy are also learning from each other, learning from each other and infiltrating each other to enrich themselves. The Internet has turned the earth into a "global village". Educators in no country are closed to themselves without being influenced by educational research achievements in other countries. A new and important teaching theory will also attract the attention of other scholars and be applied to teaching activities. In fact, all schools are learning from each other to enrich and develop themselves.
2. The theory and practice of distance education are more closely combined.
For a long time, the construction of teaching mode is the result of people's summary in teaching practice. This teaching mode is very innovative, and on this basis, the teaching theory is formed. In modern times, some teaching theories have been developed and proved to be of great guiding significance to teaching practice, and accordingly a teaching model has been formed. People call this teaching mode formed by deduction. Both inductive teaching mode and deductive teaching mode come from teaching practice, and the deductive teaching mode is also formed on the basis of predecessors' understanding of teaching laws. Some teaching theories we are familiar with are the result of educators' long-term practice and the crystallization of educators' long-term teaching practice; At the same time, whether the teaching mode conforms to the teaching practice needs to be tested in practice, continuously enriched and improved, and further guide and standardize people's teaching activities. The formation of teaching theories with great influence in the world is no exception. Integrating teaching theory with practice serves teaching practice, making teaching theory more mature and rich, making teaching practice more scientific and standardized, and more importantly, promoting the transformation of educational theory and research results and promoting the continuous development of educational reform.
3. The distance teaching process is more optimized.
Babanski thinks: "Choosing the teaching process purposefully is a conscious and scientific choice of teachers and the best and most suitable classroom teaching and arrangement scheme in the whole teaching process". [2] There are two criteria for teaching optimization. One is to get the maximum teaching effect in the least time; The first is the optimal combination of teaching content and teaching methods. The idea of teaching optimization has always been the teaching goal pursued by distance teaching. Modern distance teaching requires teachers to design a network-based multimedia integration for each course, which is based on babanski's teaching optimization theory. It requires that the teaching content, computer network, multimedia and teaching methods should be optimized according to the teaching principles and teaching objectives, so as to achieve the best teaching effect. Modern distance teaching has gone beyond the traditional face-to-face communication of teaching information between teachers and students. With the support of computer multimedia network technology, the dissemination of teaching information has increased by a hundredfold at the same time, and more teaching tasks can be completed in a specific time, so that students can not only obtain the best learning effect, but also improve teaching efficiency. In the process of distance teaching, teachers' teaching behavior and students' learning behavior have changed, and teaching organization, teaching resources and teaching interaction have changed to varying degrees. These changes have played an unprecedented role in the optimization of teaching content, teaching resources and teaching process.
In a sense, the construction of teaching mode actually provides the best teaching technology for teaching workers. Through the application of this technology, teachers have a more comprehensive understanding of teaching tasks, attach importance to the analysis of influencing factors, emphasize the design of teaching process, attach importance to the influence of internal and external conditions of teaching on teaching, choose a variety of teaching schemes, and pursue the maximization of teaching effect.
4. The methods and means of distance teaching mode construction are more abundant.
In the process of constructing teaching mode, people often adopt different methods and means to conduct teaching research, such as literature research, induction, deduction, synthesis, observation, experience summary, experiment, statistical analysis, case study and action research. In addition, a new research paradigm-qualitative research, which appeared in 1970s, began to be applied to teaching research. The qualitative research paradigm formed by people in practice is different from the traditional empirical research methods such as using data, experiments and related tests. Taking long-term and continuous first-hand observation and recording as the main method, this paper makes more detailed observation on some educational and teaching phenomena, and makes in-depth analysis and explanation on these teaching phenomena in theory. It is not difficult to see that the development of distance education mode makes the research methods of distance education diversified and modernized. These research methods and means go deep into teaching, making teaching research more creative. It is not a pure speculation, but an action, dynamic and participatory research method. Moreover, with the deepening of people's teaching practice, the methods of teaching research will inevitably be constantly updated.
5. The construction of distance teaching mode will become teachers' conscious behavior.
The concept of teaching mode was put forward in the 1970s, and Chinese scholars began to study and explore it in the mid-1980s, while the exploration of distance teaching mode was in the late 1990s. People began to explore the concept, elements, framework, characteristics, methods and related theories of teaching mode, and then carried out corresponding teaching reform, starting with changing concepts, updating teaching plans, teaching contents and teaching means, and strengthening the construction of teaching resources, teaching infrastructure, learning support service system and teaching quality guarantee system. After the implementation of the distance education project in China, distance educators have their own characteristics in the construction of teaching models, showing local characteristics, which basically provide basic paradigms and models for teaching in various places. However, distance educators are not satisfied with these basic teaching paradigms and models, but apply these teaching models to specific subject teaching. This teaching practice not only perfects the existing teaching mode, but also forms a teaching mode with discipline characteristics, such as comparative literature teaching, criminal law, accounting, English, modern literature and other majors and disciplines. These teaching modes of various subjects formed in teaching research and teaching practice are the conscious behavior of distance educators.
6. Distance teaching mode can improve teaching quality more effectively.
Generally speaking, education is to promote people's all-round development, and the embodiment of people-oriented education is to make people meet the needs of social development in moral, intellectual and physical aspects. However, in different periods, people or society have different requirements for people in the above aspects. The standards of education quality are different in different periods, which are reflected in teaching: the setting of teaching objectives, curriculum, teaching methods and teaching means are different. From the historical analysis of educational development, educators pay more attention to the object of education than the imparting of knowledge, and gradually pay attention to the all-round development of people. Although various theories and teaching schools have different opinions on how to educate people, their essence is to care about the adaptability of the cultivated goals to social development. The way to achieve this is through teaching activities and teaching tasks. The change of teaching concept, the reform of teaching content, the renewal of curriculum system and the change of teaching means, including the study of teaching laws, are all carried out or carried out around the above objectives. We believe that teaching mode is a kind of teaching technology, and it is actually an effective teaching action route to better train talents. Through the activity of constructing teaching mode, we seek more reasonable teaching methods to implement the national education policy, improve teaching effect and complete the task of cultivating talents through the understanding of teaching laws. It is in this sense that we believe that the construction of teaching mode can effectively improve the teaching quality.
[References]
[1][ plus] Tony? Bates, translated by Zhu Zhiting. Technology, e-learning and distance education [M]. Shanghai: Shanghai Higher Education Electronic Audio-visual Publishing House, 2008: 17- 18.
[2][ Sue] What about you? g？ Babanski, translated by Li Yulan. Questions and answers on the optimization of teaching process [M]. Beijing: Beijing Normal University Press, 1988. Wang Ying, associate researcher and doctor, Institute of Modern Distance Education, China Central Radio and TV University.
Analysis on the development trend of distance education teaching mode
Liu Xiaoqing1& Wang ying
(1. School of Media Science, Northeast Normal University, Changchun, Jilin130117;
2. School of Distance Education, Central Radio and TV University, Beijing 10003 1)
The continuous improvement of teaching practice and information and communication technology provides a foundation for the development of distance teaching mode. At the same time, the development of information technology, the maturity of teaching theory and the infiltration of lifelong learning concept provide conditions for the development of distance teaching mode. On this basis, this paper further explores the new trend of distance teaching mode, hoping to provide some reference for the theory and practice of distance teaching mode.
Abstract teaching model; Trend; Distance teaching; Information communication technology
Editor of this article: Chen Yuan