Comparison Research On University Classroom Instruction Design In China And America

It’s an inevitable tendency to push forward the informationization of education and to share the quality education resources with the whole society. It is also required to provide equal access to education and quality courses to meet the individual needs of every student. Chinese Elaborate Video Open Course are very important components of the policy of ― Education Quality and the Education Reform for Higher Education Institutions‖ and they are also playing important roles in the Eco-learning system, as well as serving as main carriers in modern network society. At present, there appear a series of Elaborate Video Open Courses at abroad rapidly. However, there still exist some problems such as low visiting rate, insufficiency of the quality and quantity and the negligence of interactive model etc in China. As instruction design serves as the core element in ensuring the spread of Elaborate Video Open Courses and improving teaching efficiency. Therefore, it is necessary to do comparative research on the instructional design of the Elaborate Video Open Courses both in China and America, so as to improve the teaching efficiency in the universities in China.This research paper first introduces the research background and presents the research status of the instructional design of the Elaborate Video Open Courses both at home and abroad. Then the author defines relevant concepts and research subjects and elaborates the main viewpoints on the theoretical foundation for this research paper. After that, based on the previous research results of instructional design and other relevant studies, the author designs a questionnaire on the learning efficiency of Elaborate Video Open Courses, which mainly covers the dimensions of the instructional material selection, instructional strategies, instructional media and learning efficiency. The author finds out that most universities students are not in good condition concerning learning efficiency and they have much room to improve themselves. Meanwhile, the instructional material, instructional strategies and instructional media will impose some influences on students’ learning efficiency. The author also interviews several university students, aiming at understanding their requirements and listening to their suggestions on the Elaborate Video Open Courses through qualitative analysis method. Then, the author constructs the ETIAS(Effective Teaching Interaction Analysis System), which mainly involves media-based teaching, material presentation, interactive activities between teachers and students, summarization in the class, and investigates the courses differences between Chinese and American universities via the tool of Nvivo, both from the perspective of quantative and qualitative analysis. This research paper shows that those differences existing in Chinese and American courses include teaching objectives, teaching situations, interaction models, questioning models, sort of knowledge, usage of teaching aids and classroom atmosphere, and the subjectivity of the Chinese students is insufficient in some way. At the end of the research paper, the author puts forward with certain concrete strategies and methods on improving the quality of Elaborate Video Open Courses in China with the aids of some advanced learning methods and tools both at home and abroad. This research paper aims to promote the sustainable development of the Elaborate Video Open Courses and improve the teaching efficiency in universities and hopes for further research in this field.