First, the basic characteristics of information-based teaching resources
1. Digitization: refers to the conversion of information such as sound, text, graphics, images, animation and video from analog signals to digital signals through sampling and quantization of converters. The reliability of digital signal is much higher than that of analog signal, and its error correction processing is also easy to realize.
2. CD-ROM storage: CD-ROM has a large capacity and a small volume for storing digital information. A CD-ROM can store 650,000 pages of A4 text, thousands of photos and more than 300 million Chinese characters (equivalent to the bound volume of People's Daily 10), and can realize quick query and retrieval. Full-screen movie 1 hour 12 minutes, FM stereo for 5 hours.
3. Multimedia display: refers to the use of multimedia computer technology to store, transmit and process various media learning resources, such as sounds, characters, graphics, images, animations, etc. This is much richer than the traditional way of processing information resources simply by words or pictures.
4. Transmission network: information can be transmitted over a long distance through the network, and learners can get the information they need on any computer with Internet access.
5. Serialization of learning resources: refers to providing various forms of series teaching software for different learners.
6. Intelligentization of teaching process: The expert system including teaching software carries out real-time monitoring, data collection, analysis, assistance and other mechanisms on the use of information resources in the teaching process, and can choose the most suitable teaching content and teaching methods according to the different characteristics of students, and can provide targeted individual guidance to students; Not only can students' mistakes be found, but also the root causes of students' mistakes can be pointed out, so as to make targeted counseling or learning suggestions.
Second, the basic types of information-based teaching resources
1, analog audio-visual teaching materials: refers to audio-visual teaching materials matched with text teaching materials, such as projection teaching materials, slide teaching materials, audio-visual teaching materials, video teaching materials, etc.
2. Digital audio-visual teaching materials refer to digital audio-visual teaching materials made by computer technology, such as CD, VCD, DVD, LD, etc.
3, multimedia teaching software: refers to the use of computer technology as the core of multimedia technology to prepare teaching materials, such as CDs.
4. Electronic publications: Books, newspapers or publications are directly stored in the form of computer demonstrations, such as CDs or floppy disks.
5. Teaching materials or websites based on online courses: refer to teaching materials with good human-computer interaction interface for online course learning, such as various educational resource libraries and various educational websites.
Third, the basic principles of information-based teaching resources development
1, teaching principles
Digital teaching resources should meet the needs of teaching and learning and help to solve the key points, difficulties, key contents or problems that are difficult to solve in teaching. In addition, the arrangement of learning progress and the presentation of teaching information should conform to the principle of teaching and learning.
2. Scientific principles
Digital teaching resources should correctly reflect the principles of scientific knowledge and modern science and technology. In other words, as a teaching resource for imparting scientific knowledge, it must have correct content and clear objectives. In order to realize this principle, when designing digital teaching resources, we must pay attention to:
-The knowledge content, pictures, explanations and sound effects presented by resources must be true.
-The principles and definitions displayed by resources must be accurate.
-The simulation experiments and animations contained in the resources should conform to scientific principles.
3, the principle of openness
Since digital resources are provided to teachers and students in the form of teaching materials for reorganization and use, the resource library should ensure that any teacher (student) can collect his electronic works anytime and anywhere. The participation of all teachers and students in the production process of resources will be beneficial to the enrichment of digital teaching resources.
4, the principle of universality
Digital teaching resources combine the latest digital technology and resource design ideas. Under the corresponding technical standards, the designed teaching resources should be suitable for different teaching situations and various learning forms.
5. The principle of hierarchy
In order to ensure that the resource database can meet the convenience of learners according to their own knowledge level and learning needs, digital teaching resources should be managed in a modular way, so that learners can maximize their personalized potential through the use and reorganization of resources at different levels.
6, the principle of economy
The development of digital teaching resources also needs to consider specific economic conditions, and it is necessary to develop high-quality and high-performance teaching resources with the least investment. In this regard, it is necessary to strengthen the digital transformation of existing resources and avoid the waste caused by repeated construction of resources.
Fourth, the design ideas of information-based teaching resources development
Based on the convenience of teaching resources management and use, the information-based teaching resources to be developed and constructed are divided into two modules: one is the teaching resources themselves; The second is the descriptive information of teaching resources. Teaching resource module refers to digital video, audio, multimedia and other resources. The module includes three categories: one is the teaching materials based on knowledge points and processed by digital technology, including graphics, tables, formulas, curves, words, sounds, animations, videos and other multi-dimensional information resources. The second is a teaching unit similar to a small courseware, which aims to help teachers teach a certain teaching difficulty or help students learn a certain knowledge and skill. The third category is dynamic resources. It refers to the collection of some learning achievements and works of students and teachers in the digital learning environment. This kind of learning achievement or homework is the learning product of teachers and students' innovative thinking and problem solving under the guidance of certain teaching objectives. It has certain educational nature and can be stored, transmitted, demonstrated and applied on the computer.
When designing information-based teaching resources, it is necessary to describe them in order to realize the interoperability and reconfiguration of resources in a wider range. These descriptive information constitute the second module of information teaching resources, that is, the descriptive information module of resources. This module involves eight elements, namely, ① overall description of resources: general information used to describe the whole teaching resources. ② Description of history and present situation: used to describe the history and present situation of digital teaching resources. ③ Meta-description: provide some information describing the information itself (note that it is not a teaching resource). ④ Description of related technologies: Describe the requirements and characteristics of related technologies used in the construction of digital teaching resources. ⑤ Description of teaching characteristics: Describe the educational and teaching characteristics of teaching resources. ⑥ Description of intellectual property rights: information on intellectual property rights and conditions of use of digital teaching resources. ⑦ General information description: Describe the position of this teaching resource in a specific classification system. ⑧ Description of evaluation information: provide some evaluations of teaching resources in teaching use, as well as the authors and time of these evaluations.
Five, the basic form of information teaching resources development
1, classroom demonstration type: teachers mainly deliver educational information by means of lectures.
2. Encyclopedia type: also known as data type. Learners can find a lot of information from it.
3. Measurement practice: measure learners' ability and response by answering some questions.
4. Teacher-student interaction: Through the friendly man-machine interface, both teachers and students can spread and receive information together, which can enable learners to study actively in a good psychological state and is conducive to the improvement of learners' autonomous ability.
5. Simulation type: For some natural phenomena, such as space exploration and dangerous experiments, computer multimedia network technology can be used to design simulation forms for learners to simulate and perceive. It can not only make the simulated phenomenon more realistic, but also create a "virtual reality" scene that is difficult to find in the real world.
6. Type of experimental solution: With the help of computer's information processing function, many experimental data such as mathematics, physics and chemistry can be accurately solved.
7. Recreational learning: Happiness and studiousness are the interests of learners. It enables learners, especially primary and secondary school students, to study in a pleasant atmosphere.
8. Distance teaching: Through the computer network, learners in different places can clearly hear and see each other, conduct synchronous counseling and discussion in different places, and share resources.
Six, the basic way to develop information-based teaching resources
There are three main sources of information-based teaching resources: first, digital transformation of existing teaching resources; Second, electronic works created by teachers and students; The third is the resources developed and built by professionals.
(A), the digital transformation of existing teaching resources
Among the existing teaching resources in China, except the digital teaching resources developed in recent years, most of them are traditional teaching resources such as printed matter and audio-visual products accumulated in decades of education and teaching practice. These resources are huge, many of which are excellent, and they still have high teaching value even today. The digital transformation of these teaching resources has both economic and social benefits. It is of great significance to save a large number of valuable teaching materials, save limited educational funds and alleviate the current shortage of high-quality teaching resources in China.
Specifically, the pictures and text materials in the existing teaching resources are transformed into digital teaching resources that can be processed, processed and transmitted on the computer through digital technology, such as digital cameras and digital scanners. Audio-visual teaching materials can also be digitized with the help of related equipment and computer application software. With the progress of digital technology, analog devices used in traditional radio and television teaching are gradually replaced, and digital audio-visual resources will be more and more widely used in teaching.
(2) Electronic works created by teachers and students
This part of dynamic teaching resources is a new type of teaching resources produced in the digital learning environment. There are three basic types of electronic works, namely, ① exhibition works. This is the electronic manuscript of the students' homework. Teachers can choose the best and most typical electronic works of students and post them online for other students to watch and learn. ② Collection of works exchanged between teachers and students. This kind of works is often called teaching works collection, which mainly comes from the interaction between teachers and students. The exchange of works may be the result of a discussion between teachers and students on a certain issue, or it may be the teacher's answer to students' difficult questions. (3) Teachers' evaluation of students' works. This part of resources comes from the teaching evaluation activities in which teachers evaluate and grade students' homework.
(3) resources developed and built by professionals
This is the main source of digital teaching resources, and its development and construction generally includes the following steps:
1. Initial production: This is the first step of resource development, and there are two tasks to be done:
(1), collecting materials Because various media have different forms of information presentation, in order to meet different teaching needs, it is necessary to collect various forms of media materials. In this regard, we can obtain the required text, graphics, images, animations, audio and video materials through purchasing, self-creation and online appreciation.
(2) Classification and description of materials: that is, all kinds of material resources are classified according to certain standards, and the category, format and other attributes of each material object are clearly described.
2. Material integration: After the initial production, all kinds of materials are scattered and the teaching function is poor, so it is necessary to integrate all kinds of scattered materials into a complete teaching resource unit. Authors can use multimedia integration software to edit text, graphics, images, sounds, animations and images. At present, there are many softwares that can be used to integrate multimedia materials, such as PowerPoint, Authorware, Founder Aosi and so on. The integrated multimedia teaching materials have powerful teaching functions and can be directly applied to teaching.
3. Content indexing: The processed materials need to be indexed by professionals. Indexing includes analyzing the content of resources, giving the theme, marking the content of resources, etc.
4. Quality inspection: the inspection contents include the correctness of indexing, the quality of images, sounds and videos, the file size and format, etc.
Seven. Problems needing attention in the development of information-based teaching resources
1, clear guiding ideology: guided by cognitive learning theory. This is because in the information-based teaching environment, the roles of teachers and students have changed in the process of "teaching" and "learning". The cognitive theory of constructivism holds that learning is student-centered learning under the guidance of teachers, which not only emphasizes the cognitive role of students, but also attaches importance to the guiding role of teachers. Teachers are helpers and promoters of meaning construction, not disseminators and instigators of knowledge. Students are the main body of information processing and the active constructors of meaning, not the passive recipients and indoctrinated objects of external stimuli. Under the guidance of cognitive learning theory, we can pay more attention to learners' learning process and the activities of both teachers and students, which is conducive to the improvement of learning effect.
2. Implement the development policy: First, actively use the existing teaching resources. Since the reform and opening up, China's educational technology has made great progress, and at the same time, it has developed, developed and produced a large number of rich teaching resources such as audio-visual, slide show and projection teaching materials. We should make full use of these existing resources to develop new teaching resources. The second is to give full play to the role of enterprises. With the advent of the era of knowledge economy, many high-tech enterprises have joined in the development and construction of information resource library, such as the "information campus network" invested by Kelihua Group. They have abundant funds and a large number of high-level scientific and technological talents. With the help of their "Corps" advantages, high-quality and high-level information-based teaching resources can be developed to meet the learning needs of the increasingly developed information society. Third, actively participate in the research and development of the project. For the development of some teaching resources, high-tech enterprises are reluctant to intervene because of some factors. They can apply for projects funded by national, provincial and municipal education departments for organized and systematic development, give full play to their respective advantages in this field, and carry out scientific and reasonable development and construction. The fourth is to encourage teachers to develop according to knowledge points. A remarkable feature of information education is to mobilize the potential of every learner to the maximum extent. Because of the difference of learners' cognitive ability, no matter how good the courseware is, it is impossible to meet the needs of every learner. Therefore, qualified schools should encourage teachers to use information tools to develop teaching resources according to learners' knowledge points, so that every learner can become a successful learner.
3. Highlight the characteristics of teaching: First, pay attention to people's subjectivity. Teaching resources give teachers and students the initiative to combine teaching ideas, teaching methods and learning theories, and return the teaching designs that courseware designers used to engage in to teachers and students themselves, thus becoming tools for teachers and students' teaching activities. Therefore, it has a high degree of flexibility and reconfiguration, which fully embodies the educational thought of respecting people and putting people first facing the 2 1 century. The application of teaching design and learning theory is not at the beginning of courseware development, but in the teaching activities of teachers and students, so that the unchangeable (teaching resources) will change (teaching practice), and computers will become a powerful tool for classroom teaching and a technical guarantee for teachers and students to give full play to their individuality and creativity. The second is to pay attention to the universality and flexibility of resources. Teaching resources have nothing to do with the textbook version, but are classified according to knowledge points. In this way, no matter how the textbook curriculum system and textbook version change, teaching resources can be applied to current teaching activities by teachers and students. The third is to pay attention to the foundation and integration of resources. The more basic the teaching resources are, the less the additional boundary constraints are, and the greater the possibility of their reorganization. For example, a rainy material (picture, animation, TV) can let the Chinese teacher talk about the artistic conception of prose, ancient poetry or composition; Biology teachers can talk about ecology; Geography teachers can be inserted into the course demonstration of climate; Physics class can talk about the state change and falling motion of water. If students are allowed to express their opinions, they can put forward hundreds of ideas, which even teachers and experts dare not expect. Fourth, pay attention to the openness of resources and self-reproduction. Teaching resources are stored in the original way for teachers to reorganize and use, so any teacher (student) can add the latest information and his own works to the library anytime and anywhere. As long as the information standard and storage standard of teaching resources are established, teaching resources will naturally be open and self-propagating in teaching activities. With the development of computer technology and the participation of all teachers and students, the rapid development of teaching resources will be incredible, just like the information explosion on the Internet today. Fifth, pay attention to the practicality and ease of use of resources. Textbooks and micro-courseware libraries for solving key and difficult problems are basically irrelevant to teaching ideas and can be used by every teacher. Ordinary teachers can easily insert teaching resources into courseware in the form of plug-ins by mastering simple combined platform software. The future combined platform software will make it as convenient for teachers to use integrable ware as building blocks.
The development of network information technology not only provides opportunities for education and teaching, but also poses challenges: how to solve the serious shortage of information resources for education and teaching in primary and secondary schools; How to develop and build information-based teaching resources scientifically, reasonably, economically and practically; How to make the huge capital investment better reflect the effectiveness of education and teaching reform; How to give full play to the role and potential of network information technology; How to guide students to correctly treat and apply the complex and diverse information on the Internet ... Therefore, we have a long way to go in educational innovation!