Based on this, since the implementation of the new round of basic education curriculum reform in China, we have paid great attention to changing teachers' teaching concepts, advocating people-oriented and learner-centered, allowing learners to actively participate and actively develop innovative thinking. Among them, to be people-oriented, it is necessary to obtain feedback information in time and strengthen teaching evaluation. But before the emergence of new effective technology, this is a bottleneck, which has not been satisfactorily solved, and also limits the effectiveness of the new teaching concept.
To solve the bottleneck of obtaining feedback information, we hope to introduce effective technology.
In foreign classroom teaching, a remote controller based on infrared short-range wireless technology is popular, and every student has one. There is an infrared receiver in front of the big screen in the classroom, which can quickly receive students' choice information and send it to the teacher's computer for recording and statistics. Through this new technology, teachers can design a set of suitable questions according to the teaching process in the teaching plan, and let students answer them in the form of multiple-choice questions. Because students have a remote control, every student has the opportunity to answer every question, thus receiving students' feedback information in a comprehensive and timely manner. For the students' choice results, the computer will automatically and quickly make overall statistics and analysis. In this environment, first of all, it is convenient for classroom summative test, which can realize accurate and scientific data analysis and the whole history of classroom teaching. Secondly, it can be tested frequently to support formative evaluation of the whole process. Finally, teachers can feedback information according to the problems designed in this link, make necessary compensation and improvement at any time, and implement the next link of teaching.
This remote controller for classroom teaching and related wireless connection technology were introduced to China, which had a great impact on domestic teachers. At the initial stage, many primary school principals and teachers were very excited and refreshed, thinking that it provided convenient and timely interactive technology between teachers and students in the classroom, gave good support to the idea of "people-oriented", and affirmed that this new interactive teaching mode was a major improvement on the traditional classroom teaching mode. However, when this technology is put into use, people soon understand that it is not enough to have such hardware and technology, but also to have appropriate teaching software and appropriate problem cases, otherwise teachers will not be able to get started. In particular, classroom feedback is only one of many teaching links, and it also needs to cooperate with various new teaching concepts and new teaching reform ideas in China. Therefore, in order to adopt this new teaching mode in the classroom and make it play an obvious role, we need to do very detailed work and carry out scientific experiments. Based on this understanding, China established a national key research organization composed of front-line teachers, experts, administrative units and enterprises at the beginning of the Tenth Five-Year Plan, which has carried out experimental work for five years.
The effective use of technology requires teachers' good teaching design.
Classroom teaching design can be roughly divided into three steps: first, raise questions as a whole, solve individual sub-problems in stages, and finally summarize them together. Specifically, in the preparatory stage of introducing the new curriculum, teachers use multimedia software to demonstrate and construct teaching scenarios. Then, by organizing various activities, students are quickly introduced into the role. Teachers ask questions in situations, assign individual students to have dialogues, and guide all students to think in dialogues. But at this time, most students just watch the role, have no chance to participate in the dialogue, can not really mobilize the enthusiasm of all students, can not get comprehensive information from students.
Using feedback technology, teachers can design multiple-choice questions according to teaching objectives and sub-objectives and ask all students to answer them. The stem of multiple-choice questions and its multiple options are designed for key topics and possible different answers (including correct and misleading) in class. Among them, students can answer a question in a minute or two, so that teachers can get the statistical results immediately without waiting, and consider adjusting the later teaching process according to the information obtained. Next, the teacher will either continue to explain or lead the students to discuss in depth to complete the classroom teaching.
This kind of teaching design, because of the participation of students, and students can get the guessed answer immediately, will greatly mobilize the enthusiasm of students. It will also play a good role in strengthening students' thinking training and promoting students' self-reflection and evaluation. Here are some typical examples to further explain them.
Wonderful Yu Leihe ―― A Chinese Reading Course for Primary and Secondary School Students
Use multimedia software to create a scene display. After the students collectively read the text, the teacher put forward multiple-choice questions:
Wonderful carp creek, where is the miracle? (Reveal cognitive differences or contradictions. )
1. Carp number
2. Beautiful environment
There are many beautiful fish in the stream.
4. Fish are not afraid of people.
5. Others
The answers to Chinese questions are different from math questions, and there is no absolute right or wrong. Therefore, the teacher asked the students to make a judgment after a preliminary understanding. After receiving the feedback information, teachers can choose the focus questions for discussion according to the answers, thus promoting students' further reading and thinking. None of these four answers can be said to be wrong, but choosing different answers will reflect different understanding depths. In addition, teachers can find more original ideas among students by adding "other" options and asking questions in class.
Addition within 20 ―― A case of cultivating computing ability in lower grades
Forest Kingdom held a shooting competition, built the game scene with multimedia software, and listed the shooting scores of small animals with tables. Then ask the question before the exam: "Who is the champion in two rounds?" Then several options are designed according to the feedback information to arouse students' interest and understand their estimation ability. Then put forward the exact goal of learning calculation this time, that is, introduce the method of making up ten to learn accurate calculation. At the same time, we use color CDs, formulas and charts to help us learn while doing. After a period of study, the teacher asked again:
In which dish is the result of "7+6"?
A. panel marked with 1 1
B. Panel marked 12
C. dial marked 13
D. The dial is marked as 14.
After the students answer, the teacher can gradually increase the difficulty, and then list 9+2, 8+5, 7+6 and other topics, separate all the students from those who can't, and let the students who are fully mastered consider more open questions themselves. If 15=* +*, how many kinds can two numbers be added? The teacher mainly helps a few students who have not mastered it to figure out the problem together.
The most important link here is the correct stratification of students, which is based on the help of feedback technology and formative evaluation obtained from a group of multiple-choice information, which has great support for teaching.
Subject experience
From the above experience and lessons and the research of the five-year project, we realize that the introduction of information feedback technology and the construction of interactive teaching mode experiments can not only improve the application level of teaching technology, but also promote the realization of more advanced teaching design ideas through the good cooperation between man and machine (technology).
That is, through information analysis and design technology, a large number of scattered information of students are concentrated through remote controllers and collectors, so as to realize immediate feedback and realize the key but difficult parts of classroom activities. Although these technologies are not very complicated, with such a technical platform as a support and man-machine (technical) cooperation, teachers can realize more and more advanced teaching design ideas. For example:
1. Combined with multimedia technology, multimedia is easy to create lively scenes and stimulate the function of students' right brain; On this basis, using Ezclick interactive feedback technology, we pay attention to the design of problems, promote students' analysis and thinking, make correct judgments, and stimulate students' left brain function. The combination of the two highlights the problems, just realizing the old saying of "erudition, interrogation, deliberation, discernment and perseverance" and profoundly clarifying the learning mechanism.
2. In a wider range of subject courses, clever questions can be used to expose cognitive conflicts among groups, feedback information can be collected by remote control, and groups can be quickly divided into two categories, one is completely correct and the other is divided into groups with different understanding levels, with existing topics and opposites, and then students' cognitive conflicts can be eliminated and consensus can be improved through effective discussion. Teachers can get more effective design from here, and the teaching effect is much better than temporary group discussion or repeated explanation.
3. Getting feedback information is not the same as evaluation, but effective evaluation must get feedback information. Interactive feedback technology is convenient for obtaining the feedback information of system problems, saving the system and making a correct evaluation of teachers. Moreover, through simple feedback technology, teachers can also increase the frequency of evaluation, so as to realize formative, that is, procedural (diagnostic) evaluation under traditional classroom conditions. In addition, it will be more convenient for teachers to conduct traditional systematic tests in the classroom, that is, summative evaluation. Teachers can get the statistical results of all the students in the class and make comments in time. Therefore, mathematics, Chinese and other courses can be added with ordinary quizzes or staged systematic tests. Many in-class tests, if well designed, also provide a basis for process evaluation of larger units. At the same time, by retaining these data, a scientific and systematic analysis can be carried out in one stage, the whole semester and the whole school year, which is very beneficial to the case analysis of students and the improvement of the overall scientific nature of educational experiments.
Application prospect of the project
We believe that advanced teaching reform ideas+comprehensive classroom teaching technology+feedback technology can build an advanced interactive teaching model. Its performance-price ratio should be better than that of e-book bags, various PDA's and devices that everyone in the next generation can access the Internet. Therefore, at present, in the process of introducing technology into classroom teaching, we should pay attention to adding feedback technology and equipment after the traditional one-way demonstration technology, so as to join the micro-link of feedback teaching.
The 11th Five-Year Plan research has made two significant progress on the basis of the 10th Five-Year Plan research.
First, the organization has developed from the accumulation of a single demonstration case to encouraging the establishment of a large number of experimental classes. This fixed the object of students, simplified the equipment management, and allowed many teachers to carry out systematic scientific experiments in combination with multiple courses, and get more scientific conclusions.
Secondly, for the experimental goal, that is, the ideas and requirements for the reconstruction and reorganization of traditional classrooms, we should not only adopt new teaching concepts, but also adopt classroom interaction technologies such as feedback technology, which will produce better practical results in activating classrooms and implementing new ideas of classroom teaching reform. If there is a network classroom, feedback can also be provided through other ways of the network, but the classroom configuration of computers, projectors and large screens will remain the main teaching technology equipment for a long time. Under such teaching configuration conditions, teachers and students are familiar with the application of multimedia and feedback technology, and have accumulated rich experience, which has also laid a good foundation for high-quality teaching in virtual network classrooms.
Therefore, our classroom still has great potential and great exploration space, which needs teachers to actively explore. The positive and pragmatic results of this project are expected to stimulate the regional promotion of information technology.