An effective way for information tools to cut into teaching

In the face of new technologies, what really plagues primary and secondary school teachers is not technical operation, but how to integrate information technology with teaching to carry out rich and effective teaching activities. The article selected 22 teaching cases from 12 schools in Nanjing and directly under the city as research samples. With reference to Bloom's revised learning target classification system, the qualitative analysis software Nvivo11 was used to analyze the use of information technology by teachers and students. The relationship between the tool approach, the teacher's design intent, and the student's cognitive hierarchy. Based on this, the article points out that there are three effective ways to cut information into teaching: based on realistic selection tools, teaching and reusing tools, and transforming structural and skillful tools, in order to provide new ideas for informational instructional design for primary and secondary school teachers.

Informatization teaching design is a systematic method that makes full use of modern information technology and information resources, scientifically arranges all links and elements of the teaching process, provides learners with good information learning conditions, and realizes full optimization of the teaching process [1]. Informatization teaching design has strong operability, practicality and development [2]. For frontline teachers who are engaged in specific classroom teaching, they are more expecting to directly guide their theory of teaching practice. In 2009, Churches [3], a teacher at Kristin School in New Zealand, integrated digital tools with Bloom's cognitive domain learning target classification system, which is common to six cognitive levels of memory, understanding, application, analysis, evaluation, and creation. The classification of 25 informatization tools puts forward the concept of a more powerful digital Bloom concept, that is, “Digital Bloom is not only concerned with tools, but also focuses on how to use tools to promote learning”. In 2010, Professor Zhu Zhiting's research team in China used the domestic information technology tool to build the “Digital Bloom” China Edition 2010, which built a bridge between the teaching objectives and the optional technical tools of Chinese teachers. Practical value. The emergence of “Digital Bloom” means that informatization teaching has begun to become the mainstream consciousness and practice behavior in the education sector [4].

Proposed question

The informatization of education is manifested in the teaching of technology integration in the specific teaching form, which is a revolution for teaching [5]. In December 2004, the Ministry of Education promulgated the first professional competence standard for primary and secondary school teachers in China—“Standards for Educational Technology Competence of Primary and Secondary School Teachers (Trial)” [6]. In May 2014, the Ministry of Education promulgated the “Standards for the Application of Information Technology for Primary and Secondary School Teachers (Trial)” [7]. After a lapse of nearly a decade, two different standards have focused on how teachers use technology to improve teaching. After years of exploration and practice of informatization teaching, the information literacy of Chinese teachers has been greatly improved. With the continuous improvement of hardware equipment, the novelty brought by technical tools began to fade. Educators began to think rationally about the role of technology, pay attention to how to properly apply technology change teaching, and gradually realize that technology itself will not bring miracles to teaching. It does not change the teaching. The key to the problem lies in the usage [8]; the main teaching obstacle of the teacher is no longer the operation of the technology, but how to apply the basic technical operations that have already been mastered to the teaching practice [9]. To solve this problem, teachers need to have the ability to design and implement information-based teaching.

In March 2012, the Ministry of Education issued the “Decade of Education Informationization Development Plan (2011-2020)”, proposing that the goal for 2015 is to apply integration; by 2020, various methods and means should be adopted to help teachers effectively Application of information technology [10]. In the same year, Nanjing issued the “Nanjing Education Informationization Two-Year Action Plan (2014-2015) Action Plan”. After years of development, Nanjing Information Technology Education has formed a unique implementation path. In 2016, in order to gain a deeper understanding of the actual situation of the development of information technology education in Nanjing at this stage, in order to provide practical and feasible reference programs for more front-line teachers, the team where the author is located has set up a research group to address the concept of information-based teaching and informationization. Projects, informatized teaching cases, excellent student teams and other four aspects, conducted a one-month in-depth research activity, visited some primary and secondary schools and kindergartens in Nanjing, and different school leaders, teachers, students, etc. The group conducted a series of in-depth interviews. This study selected the teaching case of informational characteristics, and based on the field experience of the research activities and the first-hand information collected, the paper explored the effective ways of cutting information into information.

Second research design

1 research sample

The criteria for selecting samples for this survey are discussed and determined by the research team. The research team consists of experts and researchers. The interviewee is a coach who has implemented teaching activities. After three rounds of screening, this study selected 22 teaching cases that were representative of the national, provincial and municipal awards or participated in public demonstrations. These teaching cases were from four districts and cities in Nanjing. 12 schools directly under the school (including kindergarten, elementary school, junior high school, high school).

2 Interview Outline

The interview outline refers to the five dimensions of the pilot version of the information technology application ability standard for primary and secondary school teachers [11]. At the same time, combined with the research purpose, the experts and researchers of the research team have determined through several rounds of discussions. The interview outline consists of two parts: 1 case content, mainly related to the background of the teaching case, teaching environment, information tools, planning and preparation, design intent, classroom organization and management, deficiencies and improvements; 2 teacher personal growth, mainly concerned with teachers The growth process and teaching sentiment of individuals in information teaching.

3 interview process

Prior to the interview, the researchers and the school liaisons (generally the school leaders or educational technology directors) communicated to determine the interview time and the interview location—the interview locations were scheduled at the school where the teacher was interviewed. In order to facilitate the follow-up study, the researchers will make a recording request to the interviewed teacher before the interview begins, and begin a formal interview after being allowed. The researchers made transcripts during the interviews, requiring no third-party interruptions during the period, and the time was generally controlled at around 60 minutes per person. Before the interview, the researchers will ask the interviewed teachers to leave contact information (such as mobile phone number, WeChat, QQ, etc.) - all the teachers interviewed have voluntarily left contact information. After the interview, the researchers transcribed the interview recordings at the first time, and sorted the transcripts and texts. In this process, the researchers will also communicate with the interviewed teachers through different channels to check for missing vacancies, which ensures that the case can accurately reflect the true intention of the designer, and also ensures the accuracy and rigor of the subsequent analysis data.

4 Research process

Through the preliminary research activities, the research team obtained a wealth of first-hand information. Based on grounded theory--establishing theory based on empirical data [12], this study sorts out and analyzes the obtained data: firstly, the two parts of teaching case information and teacher development are structured and combed; secondly, the quality is utilized. The word research and text query function of Nvivo11, the sex research software, sorts and classifies information tools, and sets tool nodes. Finally, according to the position of tool nodes, the behaviors of teachers and students using information tools are tracked and sorted one by one.

Refer to the glossary in the appendix of the "Information Technology Application Capability Standards for Primary and Secondary School Teachers (Trial)". The information tools involved in this study are divided into three categories: hardware, software, and teaching resources. Among them, the hardware mainly includes common devices and portable computing communication devices that constitute digital education environment and mainly present digital educational resources, such as tablet computers and smart phones in the case. The software mainly includes three categories: 1 network teaching platform that can provide support for education and teaching activities, such as network resource platform, network interactive platform, course management platform, online evaluation system, online teaching and learning space, etc.; 2 widely used in education and teaching General software in the activity, such as office software, instant communication software, audio and video editing software, etc.; 3 APPs that are planted on hardware devices, such as the Amoy title, beauty photo, dubbing show, etc. mentioned in the case. Educational resources are mainly related to various educational materials such as teaching materials, multimedia courseware, theme learning resource packages, e-books, and special websites [13].

For the behavior of teachers using information tools, this study uses a three-level coding form to classify from the bottom up, as shown in Table 1. For the way students use information tools, this study refers to Bloom's revised learning target classification system [14], which is divided into six categories: memory, understanding, application, analysis, evaluation and creation according to the cognitive goals. Level. In addition, this study uses the matrix node function in the qualitative analysis software Nvivo11 to build the connection between teachers and students using information tools, teacher design intent, and student cognitive level.

Table 1 Codelist for teachers using information tools

Three results and analysis

1 The relationship between teachers' use of information tools and design intent

On the whole, the intent of teachers to use information tools for teaching is concentrated in the three aspects of presenting course content, drill demonstration, analysis and communication, as shown in Figure 1.

Figure 1 The relationship between teachers' use of information tools and design intent

Figure 2 The relationship between students using information tools and cognitive hierarchy

1 The frequency of teaching resources is as high as 19 in presenting course content. This result is in line with the daily teaching rules - in the course of the course introduction, teachers habitually choose to use multimedia, such as playing a video or audio.

2 In terms of drill demonstration, the frequency of hardware is as high as 18. Because the hardware is the support of the information-based teaching environment, especially the hardware with interactive functions is convenient for classroom interaction, teachers tend to use this to display more complex abstract knowledge - because of this, in the stage of the course content and the analysis and communication phase, The proportion of hardware is also higher.

3 In the aspect of analysis and communication, there are many applications of software. At this stage, teachers usually explain the content of the teaching in depth, and generate more interaction with the students, and teachers in different disciplines will adopt different interaction strategies, so there are more software involved.

2 Students use the relationship between information tools and cognitive level

Students use information tools to point to the most understanding level, the analysis level is second, and the three levels of application, evaluation, and creation also occupy a considerable proportion, while the memory level is the least, as shown in Figure 2. Combined with Figure 1, we can find that the way students use information tools is influenced by teachers.

1 At the level of memory and understanding, the frequency of teaching resources is as high as 22. At this level, students use a teacher-led, passively accepted informational tool to cut into teaching. For example, in the language class, the teacher plays the video to deepen the students' understanding of the text, and the student's behavior is to watch the video. As can be seen from Fig. 1 and Fig. 2, the way in which the teacher-led and passively accepted information tools are cut into teaching still occupies a large proportion.

2 At the application level, APP and general software are used more frequently. At this level, students use a teacher-led approach that students use as an informatization tool to participate in the teaching. In this way, the teacher-led organization of the entire teaching activities, but the students as the protagonist of the classroom, although subject to some systems, but also have a certain degree of autonomy.

3 In the analysis, evaluation, and creation level, the application of APP and online teaching platform is concentrated. At this level, students use the information-based tools that are mainly student-oriented and teacher-assisted to cut into teaching. This method is more common in project-based learning and self-learning. In this way, students have enough freedom to make full use of imagination and creativity; but at the same time, if students are too autonomous, it will lead to the phenomenon that the classroom is not controlled by the teacher and the class is not enough.

3 The relationship between the design intent of teacher information teaching and the level of students' cognitive level

In each stage of teaching, the intent of teachers to use information tools for teaching design is closely related to the student's cognitive level (as shown in Figure 3). The specific relationship is as follows: the teacher's informatization teaching design intention mainly points to the students' understanding and analysis. At the level, there is less impact on the analysis, evaluation, and creation level of students' advanced cognition, or weaker directionality. Among them, the level of understanding of students is closely related to the presentation of course content and drill demonstration in the informatization instruction design of teachers, and the closeness of analysis and communication; the analysis level of students is mainly in the intention of teacher information design. The analysis and communication aspects are closely related.

Figure 3 Relationship between teacher informatization instructional design intent and student cognitive hierarchy

Four discussions

Based on a comprehensive analysis of the results of this survey, this study believes that the effective ways in which information tools can be taught include the following three:

1 Based on realistic selection tools - to ensure the implementation of information-based instructional design

Through field trips and a series of interviews, the researchers found that external factors have an impact on the selection of teachers' information tools. In the interview, when referring to the reason why such a tool was chosen for teaching, the teacher's answer is almost "selecting tools according to the content of the textbook." But in the process of data collection, the researchers found that teachers in the same school often choose the same teaching tools. For example, in the B primary school, three teachers with different teaching ages chose to use the iPad in different subjects. Through further investigation, it was found that the reason was that the school introduced the iPad in batches and conducted relevant teaching training for the teachers. After statistical analysis, the 22 teachers who produced the teaching case and were interviewed tend to use the equipment imported by the school in the selection of hardware equipment. In the choice of software, they are more willing to choose the software that they are familiar with or recommended by their colleagues. - "Congregational psychology" drives teachers to think that the resources chosen by other teachers are correct. In fact, this is a blind choice for informational teaching resources [15].

At present, the industry has not conducted in-depth research on the factors affecting teachers' selection of information tools. There is no relevant explicit provisions in each school, but there is a high degree of tacit understanding among the teacher groups. This study defines it as the “proximity principle”. Although the teacher's adherence to the principle of proximity will have many negative effects, it also ensures that teachers can find help-seeking objects in the first time when they encounter difficulties in the design and implementation of information-based teaching, which improves the self-confidence of teachers. Design and implementation provide a certain guarantee. All in all, the principle of proximity has advantages and disadvantages. In the information-based teaching, only the information-based tools can be selected based on reality to ensure the scientific and implementability of information-based instructional design.

2 Teaching and Reusing Tools: Improving the Effectiveness of Informatization Tools

From the analysis results of 22 teaching cases, the entry points of technology application mainly focus on three aspects: 1 course content display and drill demonstration, the main purpose of which is to visualize abstract knowledge, which is convenient for students to understand and master. Communicate timely with teachers, students and students; 2 organize management teaching, teachers use online teaching platform to arrange learning tasks for students, timely understand the students' learning through the platform's evaluation and statistics function, and generate students' learning process and learning process. The relevant data is accurately recorded and preserved; 3 students use information tools to carry out learning activities for independent learning and collaborative inquiry. It can be seen that the informationization tool is not only a tool to assist teachers in “teaching”, but also a cognitive tool to promote students’ “learning”, a tool for collaborative communication, an emotional experience, and a tool for internalizing knowledge. Therefore, the informatization tool can be taught in both aspects of “teaching” and “learning”, both to meet the teaching needs of teachers and to serve the learning needs of students.

The teacher transforms the information-based teaching concept into an information-based teaching design plan, and then applies the program to the specific teaching situation. The whole process affects the effect of information-based teaching. This process is also the teacher's own teaching philosophy. Combined with teaching objectives, teaching materials, teaching environment and information technology, adopting appropriate teaching strategies makes the course obtain the life form process [16]. If information technology is a powerful "magic wand", then the teacher is the "magician" who manipulates this wand. As Zhu Zhiting said [17]: We must clearly understand that the application of information technology will not naturally create an educational miracle. Education technology has changed, and teaching methods have changed accordingly. The choice of teaching methods is governed by the teacher's educational concept, and the people who truly use the magic of information technology in the classroom can only be the majority of front-line teachers. Therefore, only by stimulating the creative vitality of teachers can we ensure the effectiveness of informatization teaching.

3 Transforming the structure and using tools – promoting teaching activities that point to students' advanced cognition

The analysis results of 22 teaching cases also show that the informatization teaching activities are more concentrated on the understanding and application level of students' cognition, while the teaching activities that point to the analysis, evaluation and creation level in higher cognition are less. Teaching is the process of interaction between teachers and students. In the process of teaching practice, teachers need to organize appropriate teaching activities to help learners achieve corresponding learning goals [18]. Informatization education is meaningful only if it promotes teaching activities that point to the development of students. It is not a form that floats on the surface. Then, how to make information technology rooted in teaching and serving teaching? How to use the limited time class to organize effective classroom teaching interaction, not only give students a certain space for independent learning but also complete teaching tasks on time? In this regard, this study believes It is necessary to start with a change in the teaching structure.

The first step in transforming the teaching structure is to transform the “teacher-centered” teaching structure that teachers dominate the classroom into a teaching structure that fully exerts the leading role of teachers and highlights the subjective status of students [19]. On this basis, with the support of information tools, the transformation from “teaching structure” to “learning structure” will be gradually realized, realizing students' learning autonomy, satisfying students' individualized learning needs, and promoting students' high-level cognition. Occurrence and comprehensive development.

Five summary

Informatization tools participate in teaching, bringing efficient, convenient and rich and interesting teaching experiences to teachers and students. Informatization teaching has gradually become normalized. Many front-line teachers are willing to make bold attempts and innovations in the application of information tools. Their clever teaching design makes the inconspicuous information gadgets achieve a very good classroom effect. Although information technology has developed rapidly and hardware equipment is constantly improving, information teaching still has a long way to go. Educators must be soberly aware that technology promotes the development of teaching and the world, and that the creation and use of technology is ultimately human; in the field of education, teachers and students are using information tools, and teachers are designed to teach. The teacher's teaching strategy will directly affect the use of information tools and teaching effects. In the real teaching practice, the obstacles faced by teachers are diverse and complex. Based on this, how to informatize tools into the teaching to build effective teaching activities, further exploration and practice of educators.

Skin & Body Care

DELIN HAIR COSMETICS , https://www.hairstylingwaxfactory.com