| The effect of classroom instruction at the Basic Education has been undesirable for a long time. This is relative to the fact that the traditional style of instruction has not got a fundamental change. So, that how to reform the traditional style of instruction and improve the effect of teaching has become the focus of classroom instruction transformation. Under the elicitation of the research about instructional time, the author attempted to analyze the cause of effective classroom instruction from the perspective of instructional time and to provide technological support for effective classroom instruction.Based on the result of research on the relationship between instructional time and the effect of instruction, in this thesis the author did a further analysis about the structure of Engaged Time (ET) and put forward a conceptual model of ET. Through the structural ET analysis, the author found that before we can acquire an effective classroom instruction, we should solve the basic problem first. From the ET structure analysis about the synchronous and asynchronous style of instruction, the author found that there is a structural limitation in the synchronous style of instruction, which has the consequential relation to the low effect in traditional classroom activities, yet the asynchronous one has a more excellent ET structure. Thus, to acquire effective instruction in classroom, the asynchronous style of instruction should be adopted and its traditional synchronous counterpart should be abandoned.Referring to procedure of the asynchronous teaching method and aiming to lower the complexity and difficulty in putting it into practice, the author designed and implemented the web-based asynchronous instruction support system (AISS), In this thesis, the author introduced the related work of the development of AISS. He also analyzed the application strategies of AISS in real instructional environment and made some suggestions about how to use AISS.
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