Principle 1: pay attention to the creation and transformation of situations.
Information-based teaching design should pay attention to the creation of situations, so that students can experience a cognitive experience similar to reality. At the same time, it pays attention to the transformation of situation, so that students' knowledge can naturally migrate and deepen.
Principle 2: It is best to fully respect the diversity of tools and resources.
Information teaching design focuses on the use of information technology tools and information resources. These tools and resources should be related to students' subject tasks, help students complete the problem-solving process and promote students' meaning construction. For example, to provide students with network resources and typical cases related to teaching themes or problems, and to give some guidance and help to students' learning. Information technology tools and information resources play an irreplaceable role in information teaching design.
Principle 3: Take "task-driven" and "problem-solving" as the main lines of learning and research activities.
This principle has several meanings: ① Learning activities can usually be carried out around a certain problem or theme, and these contents usually come from some concrete examples in real study and life. ② Learning activities have clear tasks and purposes, students know why they should do it, and teachers focus on how to guide students effectively. The tasks and questions in reality are different from the learning goals or ready-made answers imposed on students. Students can experience the happiness of learning and cultivate their interest in learning by actively exploring problems and themes.
Principle 4: Learning outcomes are usually elaborated and presented in a flexible and intuitive way.
At the end of the learning activities, students should summarize and show their learning achievements, discuss and negotiate with others, so as to deepen their understanding and reflection on the learning process. These contents are usually conducted in the form of research reports, speeches and discussions. In these processes, teachers should give necessary guidance and help to students' learning achievements and help learners to better display their learning achievements.
Principle 5: Encourage cooperative learning.
In information-based teaching, learners usually start learning in groups or other collaborative forms, and help each other in the learning process, complete a task and realize "problem solving". Each learner undertakes certain tasks and plays a certain role in the middle, and the process of learning activities becomes "the dual construction of learner's identity and meaning". Students cooperate with each other, enjoy the knowledge and background of others, and achieve organizational goals.
Principle 6: Emphasize the evaluation of learning process and learning resources. Information teaching design is a continuous dynamic process. In the learning process, teachers collect data through continuous research and quality evaluation, and use process evaluation to improve the design. At the same time, due to the diversity of information learning resources, in order to effectively use information learning resources, we must also optimize the selection of resources.