Research Of Teaching Design Based On Evaluation In Primary School Comprehensive Practical Course In IPad Mobile Environment

As the deepening development of education informationization, teaching media, equipment and technology have experienced continuously updated and development. More and more primary and secondary schools in domestic introduced the mobile devices into classes to support teaching activities, As the forefront of education informationization, How to organizing and carrying out teaching activities in a new environment have become the most focal point of the current research in education.The author try to rely the project "iPad Smart classroom" in primary school attached to HUST on to do some work which aims to guide students to carry out the independent, cooperative and inquiry learning; to develop diversified teaching activities, Enhance the effect of classroom teaching of information technology environment, which to cultivate students’ability on cooperative and independent innovation.This thesis includes six chapters, specific chapters following:The first chapter mainly introduces the background and significances of the study, the research status during the domestic and foreign, the research content and method and the corresponding core concepts.The second chapter mainly presents the teaching situation and existing problems of comprehensive practice class in iPad mobile environment by observation, questionnaire and teacher’interview ways.While reference to the existing TPACK teaching theories and APT teaching model, the third chapter elaborates the process to build teaching model of comprehensive practice curriculum in mobile environment which based on the evaluation of the primary school. As meanwhile this part also introduces the mobile environment and means, through the introduction of the evaluation methods and tools in iPad environment which contribute to guide teachers to practice in real.The fourth chapter is using the model to guide and improve teachers’ teaching design, which include autonomous learning, cooperative learning and inquiry learning.The fifth chapter is continuation of fourth chapter. Which aim to obtain the effects of classroom implementation and the feedback of students. Meanwhile interview practice teachers at the second time, which to understand the teachers’ opinions and suggestions of guidance model lay a foundation for further follow-up study.The sixth chapter is the summary and outlook. It introduces the research results and discusses the limitations of this study.