Analysis Of Construction "Modern Education Technology" Quality Course

Quality course developing from 2003 to now has achieved initial results, and it is the needs of improving teaching quality and implementation of education reform, but also the needs of building high-level university."Modern Educational Technology"course is open to the undergraduate teacher education by the educational technology professional teachers which is in order to develop teacher education students'technical skills, and it is guided by China's Ministry of Education promulgated the"Educational Technology Competency Standards for Teachers (for trial implementation)"in December 2004, and combined with local primary and secondary education and teaching as well as the actual situation of the host institution, using information technological environment created by information technology. National Course's construction background actively promotes the development of the"modern educational technology"quality courses, as early as in 2003, the"modern educational technology"presided over by the Ukrainian Mina teachers from Beijing Normal University to participate in building were rated as excellent course in Beijing, and so far it has four national courses, dozens of provincial courses."Modern educational technology"quality courses are selected as the research object in the thesis, after analyzing the research about the quality course,"Modern Education Technology"status and"Modern Education Technology"research program , the"Educational Technology Competency Standards for Teachers (Trial)"work as the guiding framework, and under the guidance of instructional design theory, Gagne's learning outcomes classification theory, the theory of Bloom cognitive target classification, the author conducts a rational analysis on"Modern Educational Technology"Quality Course network resources, curriculum objectives, and the effectiveness of chapter learning objectives, and sees for using what strategies, providing what tools to achieve course objectives and chapter learning objectives, and also carries out analysis and interpretation about why there is no organizational learning activities.