Instructional Design And Practice On CAI For Senior Physics

CAI(computer-assisted instruction) means that teachers use computers to help them to teach and give guidance to students. During the teaching process, computers, teachers and students interact to develop teaching. With this advanced technology used in teaching, the reform of teaching methods and means will certainly be brought about.In this thesis, the author has done some research on both the theories and practice on the CAI instructional design for senior physics. On the theories, this thesis analyzes the concept, meaning and characteristic of the instructional design. The theories which instructional design bases on are the learning theories, teaching systematic theories and education-spreading theories. The learning theories have a great effect on the CAI teaching design. CAI design is being developed and improved with the development of the learning theories, which can be divided into three periods: the original period when it was a effected by behaviorism; the developing period when it was a effected by cognitive learning; the mature period when it was a effected by constructivism. Guided by behaviorism, the CAI design focused on how teachers taught but seldom paid attention to how students studied. This kind of CAI made the students have few chances to take part in the teaching activities and accept them passively. It was difficult for students to study actively and positively and no good nurturing people with creative ability. On the contrary, the constructivism takes students as the subject in learning and the active constructors of the meaning of knowledge. That is. CAI only plays a helpful and promoting role in students meaning construction and it doesn't inculcate knowledge into students.Guided by constructivism, the author comes up with the CAI designing mode of physics teaching for Senior Secondary School, which should be followed by five steps: First, decide the subject. Guided by the teaching aim, decide what subject to choose through analyzing teaching, students and the performance of the computer.Second, choose the CAI teaching modes. The main CAI teaching modes are individual guidance, exercise and training, discovering, simulating, games, controlling and so on. Third, design the stratagem of teaching activities. It includes learning by the students themselves, the non-linearity which CAI information comes out, trying to make the real like circumstances related with the subject. Offering abundant prompt varied coordinate environments and consolidate exercises. Fourth, design and make CAI. Fifth, evaluation and feedback on teaching.Basing on this, the author put these ways into practice and made a CAI on senior physics named ''composition and resolution of motion" which showed the design ideas as follows: First, students themselves control the speed of study. Second, combine the guidance and the structural picture of knowledge. Third, simulate physical circumstances and help the students to understand physical models. Fourth, feedback in time and diversely. Fifth, make the circumstances, offer study tool and improve the students' discovering study. Sixth, use varied CAI teaching modes together. This CAI has got an effectual use in the practical use, but it also exposes some problems we can do research on later.With the development of science and technology, the teaching process has become more and more complicated and the teaching means have become more and more modern, but the result has little to do with teaching using multi-media. In fact, the usage of systematic teaching methods should not only be taken on by the use of modern teaching technology and multi-media and various means, but also they should have further meaning, that is. they should be designed comprehensive and systemic under the guidance of the designing and related theories, especially the designing on the arrangement of teaching contents, the management of teaching in class, the controlling of students' study activities and the activities between teachers and students.