Any field uses various resources to work, and educational technology involves resources that can be used to promote learning. Learning resources are materials, people and things that learners can have meaningful contact with. Some resources are specially designed for learning. They are usually called teaching materials or teaching resources. In addition, some resources are designed for other purposes and can be used by learners. These resources can be called real resources. Learning resources, whether designed or utilized, have five forms, namely, personnel, materials, equipment, activities and environment.
(A) The so-called designed learning resources refer to the faculty and staff that constitute the school education system. In order to perform their functions, they must receive certain professional training. The so-called users of learning resources refer to people who are engaged in other occupations and have a certain specialty. As needed, they play the role of experts or consultants and are hired temporarily to promote learning.
(2) Materials are informative learning resources. Materials designed as learning resources are called teaching materials or teaching software, such as printed teaching materials, teaching slides, audio tapes, video tapes, wall charts, computer courseware, etc. Although the materials used as learning resources use the same material carriers (books, tapes, videos, etc.). ), their materials are mainly applicable to other occasions, such as special exhibitions and classic titles.
Books, excellent movies, etc. Once needed, they can be used as reference materials for study.
(3) Equipment refers to the learning resources that help to store, transmit and present teaching information. Specially designed learning resources include blackboards, visual AIDS, experimental instruments, audio-visual equipment, etc. Devices that can be used as learning resources include photocopiers, oscilloscopes, computers, etc. Even things that seem to have nothing to do with education.
(d) Activities are learning resources that work with other resources. It usually includes a set of clear objectives, specific materials and specific methods. Although most teaching activities are specially designed, such as collective teaching, classroom discussion, program teaching and so on. There are also some teaching tasks that can be accomplished through recreation, tourism and related social practice.
(5) The environment is the place or space for students to contact with other resources, and the learning environment plays a very important role. The designed learning resources and environment are mainly teaching buildings, libraries, playgrounds and practice places. Similarly, can it be used as an environment for learning resources? Pavilion, etc.
Design and organize teaching process with systematic method
All kinds of learning resources do not always promote teaching, but the key lies in how to effectively and comprehensively utilize them. Therefore, many people of insight have long been concerned about the relationship between the various components of the teaching and learning system and its overall organization, and pay attention to using scientific and systematic methods to understand and develop the education system at all levels as a whole, and learning resources including teaching media are only one part of the teaching system. The systematic method advocates studying things and objects as a whole and studying the relationship between their composition, structure and function. The connection between systems should be realized through information transmission and feedback, so as to control the development of the system purposefully and obtain the best effect. Its basic principles mainly include feedback principle, sequence principle and overall principle. The systematic approach plays a key role in the formation of scientific concepts and knowledge systems of educational technology.
The systematic method in educational technology is a logical process of planning, developing and implementing the self-correction of education. It provides a programmed framework: first, it defines the purpose of the system; Secondly, analyze the purpose and find the best way to achieve it; Then select the most suitable component for the successful operation of the system; Finally, the continuous evaluation of the system provides a basis for improving the economic benefits and performance of the system and carrying out the transformation work.
Specifically, the steps are as follows: explain and decompose the established educational goals; Analyze the educational tasks and contents needed to achieve the goal; Formulate educational strategies; Arrange the order of education; Choose educational media; Develop and determine the necessary learning resources; Evaluate the effects of educational strategies and learning resources; Modify policies and resources until they take effect.
It can be seen that the systematic method, as an element of the "overall strategy", has become the core of the connotation of educational technology. In educational technology, the purpose of designing and organizing educational process with systematic methods is consistent with the purpose of developing and utilizing various learning resources, that is, pursuing the optimization of educational activities.
Pursuing educational optimization
The fundamental purpose of educational technology is to find and practice the specific operation that can achieve the greatest educational effect. The educational effect is achieved under the action of educational control, so to achieve the optimization of education, we must achieve the optimal control of education. The specific operations to achieve the greatest educational effect mainly include four items. (1) Choose and arrange the best educational goals. In the final analysis, the educational goal is to make the educated have the values of truth, goodness and beauty, excellent problem-solving ability and complete personality development. However, the specific series and scope of subordinate goals, the number and arrangement of subordinate goals to achieve this educational goal can be different. Therefore, the number and arrangement method of using these subordinate targets can also be different. Therefore, it is extremely important to match the series of these subordinate objects with specific student objects and optimize their arrangement.
(2) Choose and use the measure of the best educational effect, and what changes students are in before implementing some educational influence; After this kind of education, we must know what kind of state it has become. Therefore, it is necessary to determine the scale to measure the educational effect and measure the learning level before and after teaching activities with the same scale.
(3) Choosing and adopting the best teaching activities is often predetermined in actual educational activities, and a series of specific educational goals are imposed on some students within a certain period of time. At this time, it is necessary to choose the best activity from many teaching activities, so that students' level and ability before teaching can be improved to the level and ability when achieving educational goals.
(4) Choosing the best environmental conditions After choosing teaching activities or later, we should also choose the environmental conditions to achieve the established educational goals. Environmental conditions involve a wide range, including other people, learning groups related to various teaching materials, teaching AIDS, equipment and facilities, learning scenes, students' natural environment, community environment and so on. Only by relying on the best environmental conditions can we achieve the best educational effect.
The control items of educational optimization generally include educational time (T), teaching information (U), learning burden (C), educational cost (S) and academic achievement (W). If e is used to represent the educational optimization scheme, there are: E=f(w, s, c, u, t). It shows that the optimal education should be a function of these five quantities, and the optimal education should be realized with the shortest time, the largest teaching volume, the lightest burden, the lowest cost and the highest achievement.
Limitations of audio-visual education
The name of audio-visual education, as China Encyclopedia said, is "educational activities carried out by using slide shows, projectors, movies, radio, television, audio and video recordings, program learning machines, electronic computers and other teaching equipment and corresponding teaching materials". When it was introduced to foreign countries, the International Dictionary of Education interpreted it as "a term used in Chinese to describe education through radio and television". Obviously, the concept of audio-visual education clearly defines the scope of media it involves, that is, it is limited to the so-called electric energy and electronic media. This brings some problems that have puzzled people for a long time. First of all, is electricity so powerful? Can the educational task be accomplished by using or with the help of electric energy and electronic communication media? People have long given a negative answer to this. As a result, such a definition of audio-visual education, which occupies an important position and has the widest influence in China, has emerged: "Using modern educational media, properly combining with traditional educational media, and disseminating educational information, so as to achieve educational optimization." Not to mention the unclear boundary between modern educational media and traditional educational media. If the so-called modern educational media is used, but it is not combined with the so-called traditional educational media, or it is not properly combined, is it audio-visual education?
At the same time, do slide projectors and radios count as modern educational media? Are TV sets and electronic computers mainly driven by electricity? The teacher used 1 slide and 2 wall charts around a knowledge point. Does it count as audio-visual education? Is it idle for audio-visual teachers to participate in designing a class without using electronic media?
In addition, some audio-visual terms based on the application of modern electronic communication media, such as "audio-visual class", "audio-visual teaching method" and "audio-visual teaching design", have puzzled many teachers: putting a slide show for a few minutes in a class is an audio-visual class, and presenting the main points of teaching content with a projector is an audio-visual teaching method, but if a wall chart is used instead of a slide show and a blackboard book is used instead of a projection, nothing else will change. Although the meaning of audio-visual education is not so simple, objectively, this standard of dividing "electricity" and "non-electricity" does limit teachers' understanding, even affects their enthusiasm for using modern educational media, and also binds many audio-visual education personnel.
Educational technology and audio-visual education
The name educational technology comes from abroad and has been officially used in China. Audio-visual education is a unique term in China. Educational technology and audio-visual education are essentially the same, both have the attributes of applied science, and both aim to achieve the best educational effect and realize educational optimization. Their characteristics, functions and ways of analyzing and dealing with problems are the same or similar. They all use new scientific and technological achievements to develop new learning resources and adopt new teaching and learning theories and methods to control the teaching process.
However, from the perspective of concept coverage, the scope of educational technology is much wider than that of audio-visual education. Educational technology refers to all learning resources, including all operational elements related to education; Audio-visual education mainly involves audio-visual teaching media developed by using new scientific and technological achievements. Therefore, as far as the methods to deal with problems are concerned, educational technology mainly adopts systematic methods, which consider
It is the whole education system, that is, the systematic method of the whole process of teaching and learning. In the specific implementation process, it can be applied to different levels of the education system, which can be a macro problem in education planning, a problem in curriculum development, and a problem in the specific classroom teaching process. Although audio-visual education also considers and deals with problems in a systematic way, it focuses on the selection, combination and application of electronic media. Of course, audio-visual education sometimes involves a wide range of issues, but more often it takes other factors of large and medium-sized systems as constant conditions and mainly studies the control and change effects of small systems. From this point of view, audio-visual education is a part of educational technology, a product of the development of educational technology to a certain stage, a staged educational technology that pays attention to the development and utilization of modern media, and an educational technology in a narrow sense. So in terms of specific stages, which is better, audio-visual education or educational technology?
First of all, from the formal point of view, the non-audio-visual education relative to audio-visual education can not be anything else, that is, the education carried out by traditional media. In education, various media are inseparable, and artificial separation is self-isolation. Therefore, the secondary terms such as audio-visual course, audio-visual process and audio-visual teaching method are very pale and lifeless.
Educational technology does not have this problem. The corresponding aspects are educational thoughts, educational theories, educational purposes, educational contents, educational forms and educational methods. It is understandable that educational technology remains relatively independent from these categories. In essence, if the common factor or similar item "education" of these two concepts is removed, what remains is "electrification" and "technology". What is electrochemistry? It is nothing more than electrified and electronic modern media and its application, so the above limitations cannot be avoided. What is "technology"? Technology is "systematic application of science and other organized knowledge in practical tasks", including materialized technology and intelligent technology. The former refers to tools and equipment used to solve practical tasks, such as teaching media; The latter refers to the strategies and skills used in solving practical tasks, such as instructional design. The use of these tools, equipment, strategies and technologies is not blind, nor is it only based on experience, but is guided by certain scientific theories.
Therefore, although the name of audio-visual education has a long history and a broad mass base in China, it is inevitable to replace it with the name of educational technology in the overall situation and in the long run.