With the rapid development of modern information technology, the application of network technology in education is increasingly extensive and in-depth, especially the connection between the Internet and campus network, which provides rich resources for primary and secondary education, makes network teaching truly become a reality, and opens up broad prospects for primary and secondary education. Minister Chen Zhili pointed out at the national conference on information technology education in primary and secondary schools. Implement primary and secondary schools nationwide? School to school? Project, and strive to achieve the leap-forward development of basic education. ? School to school? The goal of the project is to strengthen the construction of information infrastructure and information resources in five years to 10, so that about 90% independent primary and secondary schools in China can access the Internet, so that teachers and students in primary and secondary schools can share online resources and improve the quality of education and teaching in primary and secondary schools. School to school? The start and development of the project has brought new opportunities for primary and secondary school teaching and laid a material foundation for subject teaching informatization. How to make effective use of network resources and build a modern teaching model based on network is an urgent problem to be solved, and the design and evaluation of network teaching is one of the important theoretical foundations of network teaching model research. Therefore, it is of great significance to carry out the exploration and practical research on the design and evaluation of online teaching.
1, subject research background
(1) Research Status at Home and Abroad
1. The research on the design theory and method of network teaching is not systematic.
Through the analysis of relevant academic journals at home and abroad (such as Research on Audio-visual Education, Audio-visual Education in China, Educational Technology, etc.). ), educational websites and the proceedings of relevant international and domestic academic conferences (GCCCE, ICCE, CBE, etc.). ), it is found that the design research of online teaching is mainly about the design of constructivist learning environment and collaborative learning, and there is no systematic research. It can be said that the research of network instructional design theory is still in the primary stage, and there are still many problems to be studied and explored. For example, under the network environment, how to use network resources for active learning, how to use virtual situations for inquiry learning, how to use communication tools for negotiation learning, how to use tools for creative learning design, and how to use teachers' guidance activities are all worthy of our study.
2. The evaluation research of online teaching has just started.
With the popularization of Internet application, online teaching has become an important teaching means and place. However, compared with traditional teaching, the quality assurance system of online teaching is not perfect. How to ensure the quality of online teaching and establish an effective online teaching evaluation model has become an important topic in online teaching research. By 2000, the Ministry of Education approved 3 1 universities nationwide to establish online education colleges, but it did not formulate relevant policies on how to ensure the quality of online education. In April 2000, the Institute of Higher Education Policy published 65,438+0 reports entitled "Online Education Quality: Criteria for Successful Application of Distance Internet Education". However, these articles (reports) are only descriptive definitions of evaluation indicators of online teaching, and little is involved in how to organize evaluation, how to obtain quantitative data, and how evaluation data can promote teaching. At present, the learning evaluation module in the network teaching support platform often only contains the test part, but lacks the corresponding analysis and feedback.
(2) The significance of the research.
1, promote the development of online teaching and improve the quality of online teaching.
Because online teaching can share information resources, it is the direction of teaching reform and development to organize the best teaching materials and teaching methods online so that learners can learn the latest knowledge online. Through the research and practice of this project, online teaching can provide learners with a 1 constructivist learning environment, fully reflect students' initiative, and students have more opportunities to apply what they have learned in different situations. Students can form an understanding of objective things and solutions to practical problems according to their own feedback, thus providing the quality of online teaching. 2. Using computer technology and network technology, find the technical scheme to realize the teaching design of students' remote interactive autonomous learning.
3. Improve and develop the theory of instructional design.
Teaching under the network environment is different from traditional teaching, not only in the teaching environment, but also in the teaching content, teaching means and teaching communication form. Through the research of this project, the problems of how to carry out teaching design, how to control teaching process and how to effectively implement teaching activities to achieve teaching objectives under the network environment are solved, which is the perfection and development of teaching design theory.
2. The research content of the subject
(1) The main contents of the study
1, Research on the Theoretical System of Network Instructional Design
Including teaching objectives, constructive learning environment, learning situation, learning resources, students' autonomous learning activities, students' cooperative learning activities, teachers' guidance activities and the design of learning evaluation tools.
2. Research on teaching strategy and teaching mode based on network environment.
(1) Research on network teaching strategies such as organizing teaching contents, creating teaching scenes, organizing teaching dialogues and managing classrooms.
(2) Research on network teaching modes, such as project-based learning mode, exploratory learning mode and research-based learning mode.
3. Research on the content system, methods, steps and models of online teaching evaluation.
4. The development and application of network teaching design system software.
5. Development and application of online teaching evaluation system software.
According to the above research contents, the general topic consists of the following sub-topics:
1. Theoretical research on network teaching design and teaching evaluation (Xie Ruyou, Li Kedong)
2. Development of online teaching resources (Deng Wenxin)
3. Development of network teaching design and teaching evaluation system (Ke Qingchao)
4. Research on the design and support system of online course teaching process (Chen Pinde)
5. Research on the application of network teaching design and teaching evaluation theory (Yu Hong)
(2) The research objective of the subject.
The research goal of this project is to apply modern teaching theory and constructivism learning theory, explore the theory and method of network teaching design and evaluation through teaching reform and experiment, develop the supporting software of network teaching design and evaluation system, and explore the ways and methods of using network resources for network teaching in ordinary primary and secondary schools.
(3) Expected results table
1, papers and monographs
Published a series of academic papers on online teaching design and evaluation 1 article, and published a monograph "online teaching design and evaluation".
2. Computer software
Develop network teaching design system software and network teaching evaluation system software, make special network teaching design teaching (learning) website, and establish multimedia resource database of teaching design. 3. Research methods and technical routes
(1) research methods and steps
The research of this project mainly adopts action research, experimental research, evaluation research and other methods.
For the large-scale experimental research of teaching design and teaching mode, the action research method will be adopted.
For individual small-scale teaching research that is innovative and can put forward important opinions, the method of experimental research is adopted by establishing scientific assumptions.
For the evaluation of teaching mode and the analysis of teaching effect, the evaluation research method is adopted.
The research steps are as follows:
From May 2002 to August 2002, the data were collected and the model was established.
September 2002 -2003 10, developing software.
February 2004-August 2004, teaching experiment, evaluation and revision.
From September 2005 to February 2005, the experiment was expanded and summarized.
(2) Key technologies
1. Construction of communication model of collaborative design thinking tools based on network;
2. Visual representation and analysis of teaching activities of teachers and students in the instructional design system;
3. The construction of teaching evaluation mode in network teaching;
4. Automatic collection and processing of learning response information in the process of online teaching.
4. The research value of the subject
(1) Innovation
1. Establish the theoretical system and method of network teaching design.
2. Establish a variety of teaching evaluation index system based on network environment.
3. Develop the network teaching design tools and evaluation system software with strong operability and practical application value.
(2) Theoretical significance
The traditional teaching design is 1 using systematic methods to analyze and study teaching problems and needs, establishing methods and steps to solve problems, and evaluating the planning process and operating procedures of teaching effect. Modern instructional design theory no longer sticks to the theoretical basis of system theory, nor does it emphasize the absolute control of teaching activities. Instead, it gradually abandons the rigid design mode and begins to emphasize the relationship, flexibility and real-time of instructional design, which is more conducive to cultivating students' innovative spirit and practical ability. The theoretical results of this topic will improve and develop the traditional theories and methods of instructional design.
(3) Application value
1, through the research and practice of the subject, summarize and form the theory and method of subject teaching design based on network environment, and optimize the classroom teaching structure of primary and secondary schools.
2. Through the research and practice of the subject, explore and summarize how to reform the traditional concepts and models in the information age, so that students can learn the methods and experiences of learning by using network resources.
3. Through the research and practice of the subject, explore the ways and methods of using network resources in ordinary primary and secondary schools, and form 1 batch of excellent network teaching examples. 4. Through the research and practice of the subject, we have developed a network teaching design tool and evaluation system software with application and promotion value.
5. Research Foundation
(1) Existing related achievements
1, 1993 and 1997 won the National Excellent Teaching Achievement Award twice. Among them, the results of the project "Theory and Practice of Multimedia Combinatorial Teaching Design" are widely used in primary and secondary schools across the country, and "Multimedia Combinatorial Teaching Design" (edited by Li Kedong and Xie Ruyou, Science Press) has been reprinted many times.
2. Publication of Multimedia Teaching Software Design (including teaching materials and CD-ROM) (edited by Xie Ruyou, Electronic Industry Press, 1999), Design and Production of Multimedia Teaching Software (including teaching materials and CD-ROM) (edited by Li Kedong, Xie Ruyou and Ke Qingchao, Central Radio and TV University Press, 2000) and Integration of Information Technology and Subject Teaching.
3. 1997, "Experimental research on the application of multimedia technology in basic education reform" and "Experimental research on the" four combinations "teaching reform of primary school Chinese" won the second prize for outstanding scientific research achievements in basic education reform of National Teachers College of the State Education Commission.
4. To undertake the research and development of four sub-topics of the national key scientific and technological research project "Development and application of computer-aided teaching software" (referred to as 96-750), essays on Chinese science in primary schools, appreciation of ancient Chinese poems in primary schools, expanded reading in primary schools and appreciation of new Chinese poems in junior high schools. All six CDs of the four projects were appraised by the expert group organized by the Ministry of Education and were rated as excellent software.
5. In 2000, the learning response information analysis system won the award of 1 for excellent multimedia teaching software in Guangdong universities, and published the monograph "Processing Methods and Applications of Learning Response Information" (edited by Xie Ruyou and Li Kedong, Jinan University Press, 1999).
(2) Research conditions
The discipline of educational technology in South China Normal University is a national key discipline, the School of Educational Information Technology in South China Normal University is a key construction discipline unit of "Project 2 1 1", and the national doctoral program of educational technology is 1. The Institute of Educational Technology of South China Normal University has nearly 30 personnel engaged in computer education application research, including 2 professors, 5 associate professors, 8 lecturers, 4 doctoral students and nearly 15 master students. In their long-term research work, they have conducted in-depth research and exploration on various multimedia teaching software, network teaching application software, subject teaching tools and resource database management application system, and made substantial progress and achievements. The college has two advanced computer software development laboratories and 1 national multimedia teaching software production base, which is in a leading position in the domestic educational technology field.
(3) references
1, Multimedia Combinatorial Teaching Design, edited by Li Kedong and Xie Ruyou, Science Press, 1992, 1, 1994, 2nd edition.
2. Design of Multimedia Teaching Software, edited by Xie Ruru, Electronic Industry Press, 1999.
3. Integration of Information Technology and Subject Teaching, edited by Li Kedong and Xie Youru, Wan Fang Data Electronic Publishing House, 200 1.
4. Processing method and application of learning response information, Xie Ruru, Li Kedong, Jinan University Press, 1999.
5. Online Global Education, Higher Education Press and springer Press, 1999.
6. Principles of Instructional Design. Gagne and L.J. Briggs Weijie, East China Normal University Press, 1999.
7. Exploration of New Teaching Mode, edited by Xie Ruyou, Beijing Normal University Press, 1998.
8. Proceedings of the 5th GCCCE 1, 1997 (Guangzhou), 1998 (Hong Kong), 1999 (Macau), 2000 (Singapore) and 20065433.
9. Selected papers from the International Symposium on Improving Learning -200 1 Information Technology Education in Primary and Secondary Schools, Jilin Education Press, 200 1.
10, Evaluation of Cognitive Process, J.P. Days J.A. Na Grier ... R. Kirby, East China Normal University Press, 1999.
1 1, research methods of educational technology, edited by Li Kedong, Beijing Normal University Press, 2002.
6. Study Group
The researchers of this topic are composed of teaching design experts, information technology education application experts, network technology experts, subject teaching experts, primary and secondary school teachers, educational technology researchers and graduate students. The core of this topic is the Institute of Educational Technology in colleges and universities, which mainly takes some primary and secondary schools in Guangdong, Jiangsu, Zhejiang, Fujian and other regions as research bases, and some primary and secondary schools in the west with good network environment 1 radiate primary and secondary schools in other regions, and realize theory and technology with the help of the technical force of information technology industry.
Consultant of the General Research Group: Professor Guonong Nan (a famous expert in audio-visual education in China, Northwest Normal University).
Professor Li Yunlin (Head of the Department of Audio-visual Education, South China Normal University)
Professor Zhou Junda (former Deputy Director of Central Audio-visual Education Center)
Professor Su Shidong (former vice president of Guangdong Institute of Education)
Han Xu Special Teacher (Guangzhou Teaching and Research Section)
Chief research group leader: Professor Xie Ruyou (Institute of Educational Technology, South China Normal University)
Professor Li Kedong (Director, Institute of Educational Technology, South China Normal University, Doctoral Supervisor)
Member of the General Research Group: Dr. Ke Qingchao (Institute of Educational Technology, South China Normal University)
Chen Pinde, Associate Professor, Doctoral Student (Network Center of South China Normal University)
Deng Wenxin Lecturer (Institute of Educational Technology, South China Normal University)
Associate Professor Yu Hong (Institute of Educational Technology, South China Normal University)
Secretary-General of the research group: Dr. Wang Dongqing (Institute of Educational Technology, South China Normal University)
Gao Ruili Master (Institute of Educational Technology, South China Normal University)
Master Liu (Institute of Educational Technology, South China Normal University)
Master Kong (Institute of Educational Technology, South China Normal University)
Master student Xu Guangtao (Institute of Educational Technology, South China Normal University)
Master of Yang Shulian (Institute of Educational Technology, South China Normal University)
Master of Yin Rui (Institute of Educational Technology, South China Normal University)