The Study On Design And Use Teaching Courseware Based On The Students’ Standpoint

With the continuous advancement of education informatization,a variety of technical means have been widely used in the field of education,a series of products such as teaching courseware,e-schoolbags,micro-course,Mooc,flipped classroom have emerged as the response to the changes in educational technology.Since the application of information technology in the field of education,many teachers have seriously studied various educational theories.In terms of theoretical understanding,teachers have reached a consensus on the use of technology to serve the purpose of education and promote the overall development of students.In teaching practice,teachers are increasingly familiar with the use of technology.However,when faced with dazzling technology,many teachers are often apt to be dominated by technology.They pay attention to the use of technology and neglect the development of people.In the use of many technical means,especially the design and use of teaching courseware,there are still many unsatisfactory places.Once the teachers lack the student’s standpoint and neglect the attention to the development of people,they will be lost in the ocean of technology.So this is a problem that needs to be solved urgently.Because of the limited time and ability,the author selected teaching courseware which is the most widely used among many technical means to research.It is hoped that we can take the small question of the design and use of teaching courseware as an entry point,try to explain and solve the major problem of how to implement the technical means serving for educational purposes in teaching practice.This study takes the teaching courseware designed and used in classroom teaching in primary and secondary schools as the research object,and it mainly adopts the classroom observation method and the case analysis method to conduct research.The author participated in the teaching and research activities of primary and secondary schools for a total of more than 110 lessons,which provided a wealth of basic resources and arguments for the study.Firstly,the author observes the design and use of teaching courseware in the teaching process,as well as the status of the students in the learning process,to find out the problems,timely record and collect relevant materials such as classroom records,teaching plan design and teaching courseware.Secondly,the author further collates and deletes these materials,and conducts comparative studies from two perspectives: the first is the horizontal comparison of excellent cases with problematic cases for the same teaching content of different teachers;the second is the longitudinal comparison of the original cases with modified cases for the same teaching content of the same teacher.Finally,the author gives a concrete description of the principles of the designing and using of teaching courseware based on the student’s standpoint with typical representative teaching cases.Focusing on the issues of designing and using teaching courseware,the logic of the paper is: putting forward the problem,analyzing the reason,trying to propose the basic countermeasure to solve the problem,and making the specific description combining with the typical cases.According to this logic,the paper mainly includes the following parts: In the first part,according to many phenomena in the design and use of teaching courseware found in the classroom observation,the four phenomena that are more typical and may be able to solved are selected and elaborated,mainly including the phenomenon of process mechanics,the phenomenon of reappearance of the blackboard,the phenomenon of knowledge transmission,and the phenomenon of thinking substitution.Then,on the basis of raising questions,we dig into the causes of these phenomena from the perspective of the interrelationship between people,education and technology,the root of the phenomenon lies in the lack of students’ standpoint,and we specifically elaborates on two aspects.In the second part,in order to solve this problem,it is necessary to clarify the necessity of establishing student’s standpoint in the design and use of teaching courseware.Teachers should not only make clear that the teaching need to improve students’ growing demand,but also correctly understand the role and value of technological means for students’ growth and development.We must change the technology transmission to everyone’s participation;change the machine control to everyone’s growth in the process of interaction.In the last part,based on the student’s standpoint,we try to summarize the specific principles of the design and use of teaching courseware.Through a large number of classroom observations and in-depth analysis of typical cases,this study has formed the following understandings and conclusions: focusing on the field of mathematics teaching,based on the student’s standpoint,summarizes some specific principles of design and use of teaching courseware,mainly including: the principle of assisting the student experience process through the design of the restoration process or the generation process;the principle of helping the student to overcome difficulties through the way of presenting materials comparatively or dynamically;the principle of enriching the students’ cognition and experience through the correlation between input and output,or appearance and essence.It is hoped that this can help teachers avoid the mistakes in the design and use of teaching courseware,so as to truly achieve the technical means serving for the growth of students in the teaching practice.