The Instructional Design Of Face-to-Face Class In Modern Educational Technology Curriculum

The continuous development of educational informatization promotes the deep integration of information technology and teaching,and the blended learning combining the advantages of online and offline is becoming more and more popular.However,in the process of traditional teaching turning to blended learning,there are also some challenges.For example,the online MOOC teaching process and resources of some courses have been relatively perfect,and the main task of offline teachers is to design and implement the teaching.At this time,teachers often have doubts: the online courses have become a system,what needs to be taught and how to teach in face-to-face teaching,and then how to organize teaching activities to achieve the instructional objectives of the curriculum?This research takes action research as the main line,takes the course of Modern Educational Technology as a case,and takes students in classes 1-3 of L University as the teaching object.It through the four steps of plan making,action implementation,observation and analysis,and problem reflection to carry out the iterative cycle,and it combined with the interview,questionnaire and classroom observation method to implement the blended learning practice.In the process of solving what and how to teach in the face-to-face teaching of blended learning,it explores the organic combination strategies of online teaching and offline teaching in the middle line of blended learning,explores the teaching design mode of face-to-face teaching in blended learning,and finds out the general rules of design and Implementation of face-to-face teaching in blended learning.The main body of the dissertation includes the pilot research and action research stages.In the pilot study of action research,first of all,through teaching reflection and teacher interview,the five research problems that need to be solved in action research are reconfirmed.According to the research problems,topic 1,topic 3 and topic 5 of the course are determined as the contents of three rounds of action research,and the time process of action research is arranged according to the teaching schedule.In action research,firstly,according to Dick and Kerry's instructional design model,by analyzing the goal,situation and starting point of teaching,combining with Constructivism Learning Theory,First Principles of Instruction and In-depth Learning theory,the teaching strategy is formulated,and finally the teaching flow chart of action research is formed from the two dimensions of pre-class preparation and classroom activities.Then in the implementation of the action,recording and observing the effects of the implementation of instructional design of face-to-face teaching,analyzing the teaching behavior of teachers and the blended learning effect of students in face-to-face class,and reflecting on the effectiveness of the implementation of face-to-face instructional design.The advantages and disadvantages of each round of action research are summarized through action summary,so as to provide the starting point for the next round of action research.Through the iterative cycle of three rounds of action research,we can provide instructive suggestions for face-to-face instructional design,including monitoring the learning progress and quality of students' online courses,giving play to the guiding role of pre-class task guide list,carefully selecting and designing the teaching content of face-to-face class,creating student-centered classroom activities,cultivating students' comprehensive ability to solve complex problems,and finally an instructional design model of face-to-face class in blended learning is formed.