Media and technology are the key factors and the foundation of distance education. Really or not?

Right, right

Ⅱ. Media and technology are the key factors and the foundation of distance education, right?

Sort of. If you mean computer network technology, what's the matter? Because there was distance education many years ago when the domestic network was blank, but through radio and telephone, and with the progress and development of society, the way of attending classes is also upgrading. How will you attend classes in the future?

Ⅲ. What is the division mode of distance education?

Distance education (or distance education) is the Chinese translation of English distance education.

The concept of distance education became popular in the field of international education in the 1970s (65438-09) and was introduced to China in the early 1980s. At present, there is no unified definition of distance education, which usually refers to the non-face-to-face education between teachers and students through the media.

In essence, distance education is a form of education that is different from the traditional face-to-face education in schools. Its essential feature is that "teaching behavior and learning behavior are separated in time and space".

China scholar Ding Xingfu (1988) gave five descriptive definitions of distance education:

Students and teachers are separated in time and space (different from traditional education)

Media teaching based on modern educational technology is dominant.

Organized system engineering

Self-study is given priority to, supplemented by assistance (different from individual self-study).

There is a two-way communication and feedback mechanism between students and teachers (different from self-study).

Many scholars have classified the distance education system and its modes.

For example, Ding Xingfu put forward the classification of distance education system based on the two-dimensional angle of media teaching mode and distance learning mode.

① Characteristics and description of distance media teaching mode: the mode of applying information technology and teaching media for distance teaching;

② Characteristics and description of distance open learning mode: Distance learning environment, organizational form and methods are all very open and flexible learning modes.

Such as: network university, virtual university, global virtual university.

Briefly describe the influence of multimedia technology on distance education. (About 300 words)

With the rapid development of global economy and information technology represented by multimedia computers and networks, there is no doubt that radio and television education should be open and modern. To realize the openness of distance education and the modernization of teaching, the first problem to be solved is how to develop distance education courses. How to realize the interaction or two-way communication between teachers and students?

First, the impact of multimedia technology on distance teaching materials

The application of multimedia technology fully combines the ideological, scientific and artistic nature of teaching materials, provides rich audio-visual environment for the teaching of various subjects, provides all-round and multi-dimensional information for the audience, improves the information transmission ratio between visual and auditory images, shortens the teaching time and expands the teaching scale. Modern teaching methods should not only impart knowledge to students and cultivate their study habits, but also cultivate their communicative ability, language ability and coping ability. Multimedia technology will provide a real and vivid learning and communication environment in this respect. Multimedia teaching materials provide knowledge, demonstration, practice, discussion and heuristic teaching methods at the same time, which is interesting and enlightening and can supplement the deficiency of practical teaching. At present, the CAI courseware provided by CCTV is mainly used in this field, such as mock trial, science and engineering experiment, accounting experiment, animal breeding and so on. Teachers can use the existing procedures to organize teaching, or dynamically organize and modify the teaching content, adjust the progress according to different people, promote students' active participation in training, stimulate their curiosity and cultivate their thinking creativity. Second, the influence of multimedia technology on the communication mode of distance program teaching

Modern multimedia technology makes the transmission process of distance education networked. In his State of the Union address 1997, US President Bill Clinton proposed: "By the year 2000, every classroom and library in the United States should be connected to the Internet, so that every child aged 12 can attend the Internet conference." At present, almost all universities in the United States have established campus networks and are interconnected with the Internet. American educational technology magazines and international educational technology conferences are almost all about online education and virtual classrooms. Multimedia teaching design and so on.

Relying on the development of modern communication technology and multimedia computer technology, the network distance teaching mode greatly improves the scope and timeliness of educational communication, so that educational communication is not affected by time, place, national boundaries and climate. As long as the network is scattered, the courseware on the network leads there. Really broke the obvious campus boundaries and changed the traditional concept of "classroom". Students can break through the limitations of time and space and accept the guidance of teachers from different countries. You can get richer and more intuitive multimedia information besides words and enjoy the information of libraries all over the world. It can organize the teaching content according to the way of thinking of learners, and it can also be controlled and tested by learners themselves. The traditional teaching method has changed from one-way to two-way, realizing the two-way communication between teachers and students and between students in distance teaching. From popularization to personalization. Students' individual chemistry acquisition is more fully reflected, and the feedback problem in distance teaching is no longer a difficult problem. There are two main transmission modes: 1. Online teaching mode Online teaching refers to the direct real-time teaching between teachers and students through the Internet. When surfing the Internet, students can use the browsing function to study, or they can log on to the teacher's host through Tel for interactive learning, and they can also use real-time discussion and remote conference. In this teaching mode, information is transmitted and fed back instantly between teachers and students. Teachers can directly guide and supervise students' learning process and give teaching suggestions in person. According to students' feedback information, the teaching method is adjusted in time, and the teaching effect is good.

2. Offline teaching mode Offline teaching means that teachers send teaching materials to students through the Internet, and students study in offline time after receiving these materials. Mainly through FTP transmission corresponding teaching courseware and e-mail for teaching. Students download the materials they need to learn to the local hard disk according to the teacher's requirements, then open the courseware to learn, and then transfer the homework to the teacher's host computer, and the teacher corrects it and sends it back. This method is more flexible in learning time and saves the cost of surfing the Internet, but the feedback is not as timely as online teaching.

Combining online and offline teaching mode can give full play to the advantages of the two teaching modes, and it is a mode worth adopting in current distance education. For example, in the teaching process of China's Radio and TV University, it is very convenient and flexible to send some contents to students through the Internet. It is also possible to consider allowing students to transmit the corresponding teaching contents by visiting the TV University's homepage and using e-mail. With the development of hardware environment, it will gradually transition to Internet-based teaching methods. At present, the multimedia network teaching in China not only needs further improvement in hardware environment, but also puts forward higher requirements for teachers' quality.

Thirdly, the renewal of teachers' concept and the change of knowledge structure.

Modern educational technology emphasizes analyzing and solving teaching problems with systematic concepts, and pursues the optimization of teaching effect. The modernization of teaching media does not mean the optimization of teaching effect. What improves the teaching quality is not the use of superficial media at all, but the renewal of teachers' ideas. The application of modern information media in teaching must be supported by teaching experience and knowledge theory.

1. Updating teachers' concept Although multimedia computer-aided teaching has many obvious advantages, it is difficult to carry out teaching without the active participation and discussion of front-line teachers. Judging from the use of media by both the subject and the object in the process of educational communication, every media update is accompanied by the enhancement of communication function and the improvement of communication effect, and at the same time, higher requirements are put forward for the transmitter and receiver of education. Electronic communication requires both parties to have certain technical capabilities and environmental conditions. The development and innovation of media technology has formed a pair of contradictions with the traditional habits and psychological stereotypes of human beings using media to spread. This contradiction is mainly manifested in the adaptability and dependence of the sender and receiver on the traditional media, as well as the negative emotions of using new media. Most teachers have been accustomed to the unchanged teaching model for many years. The arrival of computer-aided teaching will make them feel pressure and re-establish the teaching concept of information. The huge and rapid information resources and brand-new interactive functions provided by computers make them have to re-recognize their own knowledge system, which is itself a revolution in self-knowledge. With the advent of teaching reform, teachers must change their traditional role of expressing teaching content in language in class. Before class, we should organize the design, production and processing of teaching information, be competent in the operation and control of classroom teaching courseware, ask and answer questions, and actively eliminate unfavorable factors such as students' attention shift or excessive dependence on the media. In fact, teachers play various roles, such as organizer, controller, coordinator and mentor.

2. Changes in teachers' knowledge structure Faced with the rapid development of educational technology in the new era, distance education institutions should train existing personnel in a planned way while increasing the number of multimedia computer personnel, network management designers and modern teaching staff. While improving the hardware environment, Heilongjiang Radio and TV University has issued a microcomputer training plan for all faculty members. The school education technology center will also train the audio-visual education staff of municipal TV universities all over the province in stages and batches on production technology and CAI courseware knowledge. The three-level training mechanism established by educational technology departments can be used for our reference:

Level 1: (all teachers and audio-visual teaching staff) should master the theoretical knowledge of teaching design, teaching and learning, the knowledge of computer introduction and the use of general teaching software, such as Windows, Word, Power point, web browser, E-mail, etc.

Level 2: (full-time educational technology personnel and teaching and research personnel related to educational technology) should master the theory of computer-aided teaching and the knowledge of design, production and evaluation of teaching software. Such as Authware, the design of network homepage, the design, production and evaluation of multimedia CAI courseware, etc.

Level 3: (computer-aided educational design and development personnel, educational technology backbone personnel) should master the programming of teaching software and the use of related computer art and computer music software. Nonlinear editing system, etc.

In a word, the development of multimedia computer teaching system involves the all-round combination of computer, art, music, education, psychology and other majors. The future education is science and technology-oriented education, and its development trend will be characterized by computer multimedia intelligent education; It not only brings us broad prospects for the modernization of distance education, but also brings us new challenges for distance educators.

Ⅳ What is the difference between on-site education and teaching activities and distance education and teaching activities using modern media?

Network teaching should be combined with teacher-student interaction, and teachers should summarize students' problems with pre-class preview list and show them to students with high quality.

Whether online or offline, reading aloud in Chinese class is the key.

Word learning has a temperature. Don't label animals, let students feel for themselves. The importance of learning partners, teachers can first become learning partners with students, read with students, and then guide and inspire as teachers. Partner teaching makes students close to the classroom and not divorced from it.

Classroom should be rooted in life, and teachers can give some interesting examples in life to attract students' attention. Teachers should be good at using the examples in the text, and then find out the words that describe the irony and contrast in Goose's Cry.

Leave the description of gait for homework. With irony, practice writing.

End of the course: Learn White Goose written by different writers in the next class.

Teaching Material Understanding: Guiding by Unit Elements and Strengthening Cohesion Consciousness

Different grades, different units, China elements. For example, the first unit of this book is to know how to express your thoughts and feelings, and the fourth unit is to try to figure out the writing methods.

The unit thinking determines the teaching content as a whole.

This paper encourages the use of writing methods that belittle reality and praise life.

Thinking after class is transformed into effective teaching activities.

Perceptual discovery (introduced by the teacher through the dinner session), self-reading exercise (gait and shouting to guide students to learn by themselves), and expression application (small composition exercise is to combine reading and expression to apply what they have learned).

Son. After listening to English class, I think the biggest difference between English class and Chinese class is that there are many pictures, unlike math Chinese, there are many words. Teachers use very cheerful music to attract students' attention before class, so that they can better enter the learning state. Students listen to music with questions. What information about time did they hear from the song? When playing some video animations again, some clips will be played repeatedly to strengthen students' impression of this sentence. If you don't understand it once, you can listen to it several times. Besides listening, they also trained their reading ability, giving students time to practice independently. In the process of teaching, the teacher combines Chinese and English. Most of the time we talk in English, and a few explain in Chinese, so that students with learning difficulties can keep up with the teachers and understand better, and they will not stop learning because they don't understand, but excellent students can also listen to it several times to strengthen their understanding.

ⅵ Relationship between Different Stages of Distance Education Development

According to different communication methods and technical means, distance education is generally divided into three generations.

(1) First Generation Distance Education: Correspondence Education

The first generation of distance education is correspondence education with printed teaching materials as the main learning resources and written assignments and postal delivery of correction and evaluation (correspondence counseling) as the main communication means (main technical characteristics). The main representatives are correspondence education and off-campus education carried out by independent correspondence schools and traditional universities.

(2) The second generation of distance education: mass media education.

The second generation distance education is a broad concept, which refers to the distance education based on postal communication and printing technology, using various mass media such as radio and television (satellite and microwave), audio/video recording, telephone/telex and so on. Its main form is radio and television education.

The main representatives of the second generation distance education are open university, radio and television university and other independent distance education universities.

The dominant teaching media of the first and second generation distance education mostly adopt the one-to-many one-way communication form, whether it is correspondence teaching materials or radio and television recordings. Therefore, the first-generation and second-generation distance education can't realize the two-way communication between teachers and students and between students. The communication mode is mainly correspondence teaching through post and telecommunications technology and corresponding service system, especially the correction and evaluation of students' homework, which has a long operation cycle and low efficiency. Although telephone is a very effective two-way communication tool, it has not been popularized or the communication cost is high for a long historical period, and its application in distance education is not sufficient. The two-way interaction between teachers and students and between students is not timely and sufficient, which is an obvious deficiency of the first and second generation distance education. It needs to be made up by organizing regular or irregular face-to-face tutoring and answering questions.

(3) the third generation of distance education: modern distance education

The third generation distance education is a modern distance education based on the application of modern information and communication technology with two-way interaction. Its technical foundation is mainly computer technology, multimedia technology and modern communication technology, and its core is network technology. The third generation distance education not only uses computer, communication and digital satellite networks and computer-based multimedia technology, but also includes the technical media of the second generation or even the first generation distance education, such as audio, video and printed materials. From the development trend of educational technology, more attention is paid to the cooperation of media and overall design. Its main technical feature and advantage is two-way interaction, that is, through digital, multimedia and other information technologies, it can realize the communication and interaction between man and machine, strengthen the two-way communication between teachers and learners, and greatly promote personalized learning and collaborative learning between learners.

Modern distance education technology media are more abundant, including radio and television, video teaching, cable television, video teleconference, satellite television, teletext, computer multimedia and interactive network system. With the construction and improvement of national and global information infrastructure, the increasing popularity of information technology and the continuous enrichment of online teaching resources, the third generation distance education has achieved leap-forward development, and the quality and efficiency of education have been greatly improved. Since 1990s, China began to organize and implement the trans-century modern distance education project. In the action plan of education revitalization facing 2 1 century, the Ministry of Education listed modern distance education as one of the six cross-century education projects organized and implemented nationwide. At present, the satellite TV education network centered on China Education TV Station and relying on local education TV stations, cable TV stations and satellite ground stations all over the country has developed to a considerable scale and level, which has created the necessary conditions for building the third generation distance education technology environment based on computer network, TV network and telecommunication network in China. 200 1, 65438+February, China Education Satellite Broadband Transmission Network "Synchronous Classroom of Basic Education" was launched, and the courses synchronized with teachers' teaching were played through IP (Internet Protocol) multimedia courseware and TV, so that most parts of the country could watch and learn in real time, or download the courseware to a computer server through IP data broadcasting, and choose non-real-time learning.

ⅶ What are the four principles for choosing teaching media in distance education?

Basic principle: Choose and use the media according to the characteristics of the teaching media and the teaching function to promote the teaching goal or the completion of the teaching goal.

Specific principles:

1. Principles of rational use of teaching media: Each media has certain characteristics, so their functions are different. No media can adapt to all teaching objectives and give full play to their respective advantages.

2. Fully consider the principle of teaching design process: the choice of teaching media must meet the requirements of teaching objectives, teaching contents, teaching objects and teaching strategies.

3. The principle of environment and actual effect of media use: Teaching media can only play a role in a specific teaching environment, and environmental factors often limit the choice and use of media.

4. Other principles: teachers and students' familiarity with the media, education funds, quality and quantity of teaching software, special requirements for the environment, management level, etc.

What are the eight functions of teaching media in distance education?

Eight functional dimensions of teaching media in distance education;

Expressiveness, cognitive goals, control interaction, participation, audience, cost structure, use skills and design requirements.

1.

It is the characteristic of presenting teaching information and the main factor of the teaching function of media. Usually from three aspects:

(1) The organs of information presented by the media;

(2) the expressive force of media on space, time, movement and color;

(3) What symbols are used by the media to present information.

2. Cognitive goals

Different teaching media have different functions in achieving different cognitive goals. The cognitive goals that show the difference of media teaching function mainly include:

(1) Knowledge understanding: accept the facts, understand the background, relationships and laws, and improve the cognitive structure;

(2) Application and skills: cultivate skills of various practical activities and apply theory to solve practical problems;

(3) intelligence and ability: develop intelligence and increase various abilities;

(4) Evaluation and attitude: cultivate hobbies, develop judgment and values, and change attitudes and behavior habits.

Control interaction

Control functions mainly include:

(1) Easy to operate and friendly interface. Do you need special skills?

(2) Lightweight, easy to carry and convenient to use anytime and anywhere;

(3) Time control characteristics, that is, the functional characteristics of teachers and students' time control over the media.

Interactive characteristics:

It mainly refers to the dissemination direction of teaching information and the functional characteristics of interaction between teaching and learning, which can be divided into one-way communication media and two-way interactive media.

The interaction and control characteristics of media are important functions of teaching media, which have great influence on the effect of teaching and learning.

Involved

Learners' behavioral participation and emotional participation in using media are different in different media. The main purpose of participating in the reaction to the design behavior of teaching media is:

(1) Change passive acceptance of information into active learning to enhance the learning effect;

(2) Ensure the realization of teaching objectives and promote the occurrence and cooperation of various corresponding learning response activities;

(3) Make a correct evaluation of yourself, diagnose problems and difficulties, and try to solve them;

(4) Reactive activities are aimed at building students' self-confidence and enhancing their learning motivation and motivation.

In addition, the media function of emotional participation can not be ignored.

5. Audience

The audience of media, also known as contact surface or accessibility, refers to the number of media audiences and the difficulty of obtaining such media.

6. Cost structure

The cost of different media is different. The basic problems of media cost analysis are: to understand the cost composition and law of different media: the relative proportion of design (creation) cost, development (production and mass production) cost and communication (broadcasting and distribution) cost of different media is different; Different media have different proportions of fixed costs and variable costs; Different media have different changing rules of various cost factors. Various cost factors above the media and their changing rules will eventually produce different cost benefits, which is an important aspect that can not be ignored when examining the function of teaching media.

Use skills

Require media users to master the necessary skills: students should learn to learn based on resources, learn to use various media, and learn to teach themselves; Learn to use technology and media to communicate with teachers, classmates and others to realize collaborative learning; Learn to actively obtain information, process information, publish and disseminate information.

8. Design requirements

In order to give full play to the function of teaching media, designers should master certain professional knowledge and design skills.

ⅸ Cai Application in Distance Education

Due to the integration, controllability and interactivity of multimedia technology itself, the teaching application process of multimedia technology is different from the traditional teaching process or the general audio-visual teaching process, which can be summarized as follows:

(1) Stimulate students' interest in learning. Multimedia CAI courseware consists of text, graphics, animation, sound, video and other media information, so the external * * * provided to students is not a single * * *, but a combination of various senses * * *, which can stimulate students' interest in learning and improve their enthusiasm for learning.

(2) Mobilize students' active participation. Multimedia CAI courseware provides an illustrated and colorful interactive learning environment, which enables students to choose learning content according to their own knowledge base and hobbies, thus giving full play to students' initiative and truly embodying the role of students' cognitive subject.

(3) Expand students' knowledge. Multimedia CAI courseware provides a lot of multimedia information and materials, and creates rich and effective teaching situations, which not only helps students to acquire and maintain knowledge, but also greatly expands their knowledge.

(4) Provide various learning paths. The latest CAI courseware adopts hypertext structure, which is an advanced technology to organize and manage information nonlinearly according to people's associative thinking mode. Because of the association and nonlinear information organization of hypertext structure, it conforms to the cognitive law of human beings and is convenient for students to associate thinking. In addition, due to the dynamic structure of hypertext information, students can reorganize information according to their own purposes and cognitive characteristics, and learn according to different learning paths.

Knowing what CAI courseware is, its characteristics and teaching functions, we can have a clear aim and grasp the main points in the process of making courseware. A good CAI courseware will definitely add infinite glory to your classroom teaching.

Advantages and disadvantages of online learning and classroom learning

Advantages of online learning:?

1, break the time and space restrictions, realize the enjoyment of teaching resources, and learn from each other. ?

2. The time and place of online learning are flexible, and there are no hard and fast restrictions on the time, place, content and progress of centralized training. ?

3. Students can choose their own learning methods through online learning. ?

4. Communication is easier and fuller. Everyone can ask questions, everyone can answer questions, students and teachers, students and students can communicate on an equal footing and speak freely. ?

Disadvantages of online learning:

1. Online learning is distance education and training, and there is a lack of face-to-face communication between teachers and students. ?

2. Teachers teach one-to-many classes, which deviates from the educational concept of "student-centered, teacher-assisted" advocated at this stage.

Advantages of classroom learning:

1, which is helpful to develop the learning atmosphere of the community and build a knowledge group;

2. Providing opportunities for mutual counseling and cooperation is conducive to improving students' academic performance ability and cultivating students' satisfaction with the course;

3. This method also takes care of students' social and emotional needs. For example, students can effectively express their feelings of confusion, anxiety or failure caused by the course, or share their sense of accomplishment from the course.

Disadvantages of classroom learning:

1, learner. In the previous curriculum development model, learners are often only placed in the passive receiver position of curriculum content.

2. China's education model is too rigid, which is a traditional "model education model", that is, just like making a mold, first make a model and then copy it all. Serious lack of personality and creative imagination.

3. Too much emphasis on the role of teachers stifles students' personality and creativity, and ignores students' initiative and potential.

(10) Characteristics of extended reading in distance education media;

Methods to create a good network learning environment;

1, stimulate learning interest and motivation, and give full play to the advantages of the network. ? Concentrate on your studies Enhance cognitive motivation and achieve the purpose of learning.

2. Learning content should be adapted to teaching practice as much as possible. ?

3. The forms of presenting learning materials are diversified. Through reading, video and other forms of learning, we can strengthen the attraction of learning and make learners more interested and focused.