Question 1: Discuss the concept of teaching resources. What are the commonly used teaching resources? Teaching resources are materials and other available conditions for the effective development of teaching, which usually include textbooks, cases, movies, pictures, courseware and so on. , as well as teacher resources, teaching AIDS, infrastructure, etc. In a broad sense, it should also involve education policy and so on. Broadly speaking, teaching resources can refer to all the elements used by teachers in the teaching process, including people, money, materials and information that support and serve teaching. Narrow teaching resources (learning resources) mainly include teaching materials, teaching environment and teaching backup system.

The definition of AECT 77 once divided teaching resources into two categories: design resources and utilization resources. The definition of AECT 94 modifies the definition of teaching resources, mainly including teaching materials, teaching environment and teaching support system. Generally speaking, teaching resources refer to all materialized explicit or implicit teaching components that can help students achieve their learning goals and serve their learning. For example, textbooks are materialized resources in learning. Textbooks are only provided to teachers to guide students in their studies. They must be secondary processed by teachers and scientifically and reasonably developed and utilized in combination with students' characteristics. For another example, as a media element in teaching, it is also a kind of resource. How to integrate computers with the new curriculum and give full play to the support of modern information technology for the new curriculum not only reflects teachers' understanding problems, but also reflects teachers' ability to master modern information technology. Learning situation is the teaching component of teachers' creative creation. A good learning situation will help students get twice the result with half the effort.

Traditional learning resource environments such as libraries and data centers can no longer adapt to the ever-changing knowledge in the information age. The development of network technology and the appearance of the Internet provide mankind with the most extensive teaching resources.

There are many forms and types of online educational resources. Understanding the classification and characteristics of educational resources is helpful to obtain resources efficiently and make better use of these resources in practical teaching.

Question 2: What is the main content of teaching resource management? What are the characteristics? Teaching resource management refers to the process of planning, organizing, coordinating and evaluating teaching resources in order to achieve the established teaching objectives. Teaching resource management includes hardware resource management and software resource management.

Teaching resource management system is a set of service platform for teaching management departments in colleges and universities. It systematically sorts out all kinds of teaching resources scattered in the hands of teachers and departments, and manages and stores the archival entities in a unified way, so as to realize the real and effective management and control of this part of teaching assets by the educational administration department of the school. Through the report and analysis system provided by the platform, the educational administration department can accurately grasp the distribution of various teaching resources in the school, and make reasonable plans for the future construction of teaching resources on this basis.

Question 3: What are the contents of the design of learning process and teaching resources? Instructional design mainly includes three types: traditional instructional design mainly for teachers, instructional design under the constructivist environment and instructional design with equal emphasis on learning and teaching. The traditional teaching design mode is a teaching design mode centered on "teaching", which is conducive to giving play to the leading role of teachers and facilitating teachers to organize and monitor the whole teaching activity process. The theoretical basis is represented by Ausubel's theory of "learning and teaching". Including the following links: (1) analysis of teaching objectives; (2) analysis of learners' characteristics; (3) determination of teaching methods and strategies based on the above analysis; (4) selection of teaching media; (5) teaching and formative evaluation in the teaching process. (6) According to the feedback of formative evaluation, adjust the teaching content, teaching methods and strategies. (2) Constructivism teaching design mode is a teaching mode design centered on "learning", which makes students change from passive recipients and inculcators of external knowledge to active constructors of information processing themes and knowledge meanings. Let teachers change from imparting and instilling knowledge to helping and promoting students to actively construct meaning. It emphasizes that students are the main body of the learning process and the active constructor of meaning, which is conducive to students' active exploration and discovery and to the cultivation of creative talents. Representative: Piaget's constructivist learning theory. Constructivism teaching view is a criticism and development of traditional teaching view, which holds that learning is not only influenced by external factors, but also by learners' own cognitive style, learning motivation, emotions and values, which are often ignored by traditional teaching view. It includes the following links: (1) scenario creation; (2) information resource provision; (3) autonomous learning strategy design; (4) organizing collaborative learning; (5) organizing and guiding independent discovery and exploration. 3. The teaching design of "paying equal attention to learning and teaching" is put forward on the basis of absorbing the advantages of both teaching-based teaching system design and learning-based teaching design, and it is also a theory of both. Including the following links: (1) analysis of teaching objectives, (2) analysis of learners' characteristics, (3) selection of teaching strategies and activity design, (4) design of learning scenarios, (5) selection of teaching media and design of teaching resources, (6) formative evaluation in the teaching process and adjustment of contents and strategies according to evaluation feedback. The traditional instructional design and the instructional design under the constructivist environment have their own advantages, but at the same time, there are also shortcomings. For example, the traditional teaching design mode focuses on the leading role of teachers and the role of emotional factors in the learning process; However, because it emphasizes transfer-acceptance learning and denies discovery learning, students are in a passive position in the teaching process, and the initiative and creativity of learners are difficult to play, which is not conducive to the growth of innovative talents. Constructivism teaching design mode just overcomes this shortcoming and is conducive to cultivating creative talents with innovative thinking and ability; However, ignoring the leading role of teachers and the role of emotional factors in the learning process is not conducive to the transfer of systematic knowledge and may lead to the deviation of teaching objectives. The teaching design of "paying equal attention to learning and teaching" has a more scientific and comprehensive theoretical basis, which is not only suitable for guiding classroom teaching, but also suitable for guiding the design and development of courseware scripts for network teaching and multimedia-assisted teaching. It has the following four advantages: 1. In teaching, we can flexibly choose "discovery" or "transmission-acceptance" teaching branch according to students' cognitive structure. 2. In the process of "transmission and reception" teaching, the teaching strategy of "advance organizer" is basically adopted, and other "transmission and reception" strategies and even autonomous learning strategies can be used as supplements to realize teaching optimization. 3. In the process of "discovery" teaching, we can fully absorb the advantages of "transmission-reception" teaching, such as analyzing the characteristics of learners and promoting the transfer of knowledge. 4. It is easy to consider emotional factors, that is, the influence of motivation.

Question 4: What is the introduction of teaching resources?

Teaching resources are available conditions for effective teaching, such as materials, which usually include textbooks, cases, movies, pictures, courseware and so on. , as well as teacher resources, teaching AIDS, infrastructure, etc. And in a broad sense, it should also involve education policy and so on. Since the rise of audio-visual education in 1930s, there are more and more types and applications of media, and the concept of education is also changing. In the early days, teachers were regarded as information sources, and the media only played a one-way role, imparting knowledge to students, and students were in a passive learning state; In the 1970s, people realized that students were the main body of learning activities, and the media became the medium of communication between teachers and students, so teachers and students should communicate more. In 1980s, the development of learning psychology promoted the progress of educational technology. Media is no longer just a "channel" for transmitting information, but a practical space and field for cognitive activities. People pay more attention to and care about media environment. In 1990s, people realized that "educational technology is the theory and practice of designing, developing, applying, managing and evaluating learning-related processes and resources", and teaching resources were put in a very important position. It is an urgent task to pay attention to the construction of teaching resources and strengthen the understanding and research of teaching resources. Teaching resources can be understood as all the material conditions, natural conditions, social conditions and media conditions that can be used for education and teaching, and are the sources of teaching materials and information. Under the environment of teaching resources, students' learning needs can be met by actively using resources under the guidance of teachers. We should realize that not only teaching media are teaching resources, but also teachers and students. We should make full use of all available resources to create a more perfect environment for students.

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The definition of AECT 77 once divided teaching resources into two categories: design resources and utilization resources. The definition of AECT 94 modifies the definition of teaching resources, mainly including teaching materials, teaching environment and teaching support system. Teaching resources, in layman's terms, refer to all materialized explicit or implicit teaching components that can help students achieve their learning goals and serve their learning. For example, textbooks are materialized resources in learning. Textbooks are only provided to teachers to guide students in their studies. They must be secondary processed by teachers and scientifically and reasonably developed and utilized in combination with students' characteristics. For another example, as a media element in teaching, it is also a kind of resource. How to integrate computers with the new curriculum and give full play to the support of modern information technology for the new curriculum not only reflects teachers' understanding problems, but also reflects teachers' ability to master modern information technology. Learning situation is the teaching component of teachers' creative creation. A good learning situation will help students get twice the result with half the effort. Traditional learning resource environments such as libraries and data centers can no longer adapt to the ever-changing knowledge in the information age. The development of network technology and the appearance of the Internet provide mankind with the most extensive teaching resources. There are many forms and types of online educational resources. Understanding the classification and characteristics of educational resources is helpful to obtain resources efficiently and make better use of these resources in practical teaching. Teaching resources can also be considered as including teaching materials, support systems, teaching environment and other components. Textbooks contain a lot of educational information, thus creating various information resources with certain educational value. Informationization teaching materials refer to digital teaching materials, including all kinds of digital materials, teaching software and auxiliary materials that students and teachers need in the process of learning and teaching. Support system mainly refers to the internal and external conditions that support learners' effective learning, including the support of learning energy, equipment, information and personnel. As the content object of resources and the way to communicate with learners, support system realizes the function of media, which is related to the composition of resources and is a structural perspective for us to understand the concept of learning resources. Teaching environment not only refers to the place where the teaching process takes place, but also refers to the atmosphere formed by learners, teaching materials and support systems in the process of communication. Its main feature lies in the way of interaction and the communication effect brought by it. Teaching environment is a specific situation in which learners use resources to study. It embodies various interactions among the elements of resources and is a relational perspective for us to understand the concept of learning resources.

Question 5: What are the aspects of educational resources?

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Question 6: What is the meaning of teaching resources? Teaching resources are all kinds of available materials and other conditions for effective teaching, which can be understood as all material conditions, natural conditions, social conditions and media conditions that can be used for education and teaching, and are the sources of teaching materials and information. It usually includes teaching materials, cases, movies, pictures, courseware, etc. , as well as teacher resources, teaching AIDS, infrastructure, etc. , but also should involve education policy in a broad sense. Broadly speaking, teaching resources can refer to all the elements used by teachers in the teaching process, including people, money, materials and information that support and serve teaching. Narrow teaching resources (learning resources) mainly include teaching materials, teaching environment and teaching backup system.

Question 7: Classification of teaching resources AECT 77 definition once divided teaching resources into two categories: designed resources and utilized resources. The definition of AECT 94 modifies the definition of teaching resources, mainly including teaching materials, teaching environment and teaching support system. Generally speaking, teaching resources refer to all materialized explicit or implicit teaching components that can help students achieve their learning goals and serve their learning. For example, textbooks are materialized resources in learning. Textbooks are only provided to teachers to guide students in their studies. They must be secondary processed by teachers and scientifically and reasonably developed and utilized in combination with students' characteristics. For another example, as a media element in teaching, it is also a kind of resource. How to integrate computers with the new curriculum and give full play to the support of modern information technology for the new curriculum not only reflects teachers' understanding problems, but also reflects teachers' ability to master modern information technology. Learning situation is the teaching component of teachers' creative creation. A good learning situation will help students get twice the result with half the effort. Traditional learning resource environments such as libraries and data centers can no longer adapt to the ever-changing knowledge in the information age. The development of network technology and the appearance of the Internet provide mankind with the most extensive teaching resources. There are many forms and types of online educational resources. Understanding the classification and characteristics of educational resources is helpful to obtain resources efficiently and make better use of these resources in practical teaching. Teaching resources can also be considered as including teaching materials, support systems, teaching environment and other components. Textbooks contain a lot of educational information, thus creating various information resources with certain educational value. Informationization teaching materials refer to digital teaching materials, including all kinds of digital materials, teaching software and auxiliary materials that students and teachers need in the process of learning and teaching. Teaching environment not only refers to the place where the teaching process takes place, but also refers to the atmosphere formed by learners, teaching materials and support systems in the process of communication. Its main feature lies in the way of interaction and the communication effect brought by it. Teaching environment is a specific situation in which learners use resources to study. It embodies various interactions among the elements of resources and is a relational perspective for us to understand the concept of learning resources.

Question 8: What are the main aspects of the enjoyment of educational resources such as school management, educational courses, teachers' educational and teaching resources, students' learning resources and teaching software?

Question 9: What aspects does the construction of educational and teaching resource database include? Education and teaching resource library should have the following functions:

Can carry out convenient and fast information retrieval; Teachers can add resources by themselves; Complete and scientific resources; You must have certain permission settings; The system maintenance is simple. It mainly includes the following modules

(1) resource management module

The object of operation of the resource management module is all kinds of resources in the resource library, and the security and reliability of the content should be ensured when operating. The functions of this module mainly include:

Resource upload: Online teachers and educators can upload single or multiple resources. Resource download: registered users can download free resources.

Resource audit: the audit administrator is mainly responsible for auditing the resources uploaded by teachers to decide whether to publish the resources.

Resource query: users enter keywords to query corresponding resources according to query conditions.

Resource deletion: Resource auditors or system administrators can delete unqualified and expired resources.

(2) System management module.

The system management module is mainly responsible for the maintenance of the system, ensuring the stability and scalability of the system and supporting concurrent access. Should have the following functions:

Initialization of resource database system: attribute and parameter data warehousing.

Access control: to control the number of users accessing this resource library system, you can use the method of restricting ip or restricting access traffic.

Security control: use firewall and other measures to ensure that the system is not eroded by viruses and attacked by hackers.

(3) User management module

Educational resource database has its specific user groups, and different users should be given their own rights to ensure the security of the system and the quality of resources. Generally, it can include: system administrators, resource auditors, teachers, students and tourists (unregistered users). If there is special need, it can be changed according to the specific situation. Their permissions should be set as follows:

The system administrator should have complete control over the database system, allow him to manage and maintain through the Internet with a browser, master the situation of all users, and have the authority to initialize the resource database system and audit registered users.

Resource auditor: according to the authority assigned by the administrator, he is mainly responsible for auditing and managing resources under the corresponding disciplines.

Teachers: mainly responsible for managing the resources of a specific discipline, including browsing, querying, using, uploading and auditing the resources of this discipline.

Student: You can browse, query, upload and download the resources in the information base. Tourist: You can browse, query and upload resources.

Question 10: What are the contents of the commonly used Chinese teaching digital resource database? With the development and popularization of science and the pace of curriculum reform, modern educational technology has quietly entered our classroom. In classroom teaching, distance education is like a breeze, which makes our primary school Chinese teaching colorful. In teaching, teachers should comprehensively consider students' cognitive rules, psychological characteristics, teaching material characteristics, purpose requirements and students' learning reality, rationally use modern educational technology and make full use of the role of distance education resources in teaching. It is helpful to optimize classroom structure and improve teaching quality. The application of modern information technology in the teaching process has become an inevitable trend of teaching reform.

First, the use of modern educational technology, combined with the actual situation of students, to stimulate interest

At the beginning of a new class, the proper use of modern teaching media with excellent shape, sound and color can not only attract students' attention and stimulate their interest quickly, but also create a good atmosphere for classroom teaching.

1, using audio resources to enhance the auditory experience. If vision is the beauty of vision, then hearing is the beauty of language. The catchy words and elegant singing make students revel in the artistic conception of words, let students plug in the wings of imagination and soar in the sea of hearing, because music is the key to open people's emotional gates.

For example, when teaching shanzhai in the second day of junior high school, music is played at the beginning of class. The classroom is very quiet, and students enjoy pictures while listening to music. I lost no time in asking, "Do you know where the scenery is ..." This audio-visual combination attracted students' attention and greatly improved their interest in learning, so they entered the class with great interest.

2, the use of video resources, stimulate the sublimation of * *

Emotion plays an important role in people's cognition and behavior. Only when students are integrated into the situation, closely connected with the images in the text, and produce * * * sounds, can teaching truly become the inherent needs of students, and achieve the purpose of reading the text, cultivating their abilities and sublimating their emotions.

There are many video resources in the resources we received. For example, some video materials in curriculum resources, study guidance and other columns can be used for direct teaching, which can better activate students' thinking and promote students' understanding of learning content to complete teaching tasks. For example, in one-word teaching, students are required to accumulate some four-word vocabulary, such as "green hills", "golden flowers" and "crisp autumn". These words describe beautiful scenery. I try to describe it in words, so that students can imagine the scenery, and even draw it on the blackboard, so that students can understand it more vividly. However, many students still looked at me with puzzled eyes, looking forward to further explanation. At this time, I thought: if only there were ready-made landscape pictures! After class, I immediately found out many pictures of scenic spots from the distance education network and showed them to the classroom for the students to see the words landscape. The students looked at the beautiful pictures and listened to the author's explanation, with a happy face.

In addition, we can print out the selected exercises and excellent compositions of distance education resources and texts, and post them in the classroom column, which is not updated regularly, so that students can use it as a window to learn Chinese knowledge, thus expanding their knowledge.

Second, make full use of the air classroom to make up for the shortcomings in the classroom.

In class, some students may not understand, understand clearly, and there are still unresolved problems. I ask students to use extracurricular time and the aerial class of rural resources to solve problems. Teach students to open the education network and open the air class, and you can see the articles and lessons you have learned in the class, and then you can solve the problems you can't solve.

The opening of home-school communication has strengthened the communication among teachers, parents and students. I let students and parents communicate with teachers at home through the internet, send emails and messages to teachers through email boxes, and report any questions they don't understand to teachers in time, so that teachers can answer them in time. Students use qq to communicate with teachers in time, solve unresolved problems in schools in time, and strengthen communication among students, parents, teachers and schools through rural resources, which greatly improves learning efficiency.

Third, optimize the teaching situation, stimulate students' interest and enhance their learning initiative.

1. Interest is a person's tendency to actively explore something or enjoy an activity. Interest is the source of ability and the best teacher. Students' thinking activities are based on strong interests and rich emotions.

In Chinese classroom teaching, teachers can dig deep into the aesthetic factors in textbooks, and use music, animation and multimedia information technology courseware to describe interest and interest ...