The main structural elements of the course are: teaching objectives, teaching content, teaching process and teaching evaluation. Goal: Goal classification can be divided into cognition, emotional attitude and motor skills. Corresponding to the three-dimensional target knowledge, skills, process methods, emotional attitudes and values in teaching. Content: The specific content includes auxiliary resources, teaching materials, electronic CDs, wall charts, models, supporting manuals, etc. Process: the specific implementation process of the course, including course activities, course tasks, course tools, etc. Evaluation: Various evaluations conducted in all aspects of curriculum development can effectively ensure the effect of curriculum implementation.
In the teaching process, we should organically combine information technology with information resources and courses to construct effective teaching methods. As an auxiliary tool, information technology runs through the teaching process and changes the teaching and learning methods. Consider how to re-focus on the construction of learning content according to the content of teaching materials around the need to achieve learning goals. According to the steps to achieve the learning goal, we should design an orderly and logical question chain guided by progressive thinking, design necessary and diverse learning activities, provide students with necessary learning resources support, and choose necessary and suitable learning environment for their learning. First, we should pay attention to the use of information tools, and second, we should pay attention to the learning content, ensure that the information tools are not out of order, and use appropriate methods to make the courseware design effective. Organize the teaching content into thematic units, deal with the individuality and individual problems between units, organize scattered content meaningfully, and at the same time flexibly coordinate the contradiction between teaching and inquiry in a wider range, solve the shortage of single classroom and single text design, and optimize the integration of information technology and classroom. This requires us to learn more information technology design teaching in the integration of information technology and disciplines (1); (2) Learn to use all kinds of information resources and integrate them organically; (3) In the network resources, learn to effectively select rough and fine, and establish a resource base for timely access. (4) Make the study space and time of all subjects better expanded.
2. What are the functions of learning evaluation? What advantages does information technology provide for diversified evaluation?
Learning evaluation is divided into diagnostic evaluation, formative evaluation and summative evaluation. Diagnostic evaluation can be used in three aspects: 1, checking students' preparation for study, determining appropriate placement for students, and determining the reasons for students' learning difficulties. Formative evaluation refers to the evaluation of students' learning progress in order to make the learning effect better in the teaching process. Formative evaluation pays attention to the improvement and continuous improvement of teaching and is "forward-looking". Summative evaluation generally refers to the evaluation of students' learning results at the end of the course or after a stage. The main purpose is to evaluate students' academic performance and determine the degree to which students have achieved their teaching objectives. Function of learning evaluation: 1, diagnostic function. Through the diagnostic tests before the start of the semester and the school year, teachers can understand the students' subject knowledge and skill level and the problems existing in their study. 2. Feedback evaluation. Give students a positive or negative evaluation through evaluation. 3. Directional evaluation. The distribution of students' study time and study intensity is often guided by evaluation criteria and examination content. 4. Identification and evaluation. The evaluation of learning results and the evaluation of students' mastery, ability and learning level can be used as the basis for promotion and selection. 5. Education evaluation. Various evaluations are also educational activities, which urge students to consolidate, summarize, synthesize and review the contents, train students' basic skills and improve their ability to analyze and solve problems with knowledge.
Information technology provides powerful conditions for diversified evaluation: 1. By means of information technology and relying on the network platform, students can be scientifically and effectively evaluated, learning situation can be correctly analyzed, teaching strategies and methods can be adjusted in time, and teaching quality can be improved. 2. In the information environment, learning moves from closed to open, from system specialization to curriculum integration. Learning evaluation has developed from single evaluation to diversified evaluation, making full use of educational resources and evaluating every student's initiative, enthusiasm and creativity in using information technology to mobilize learning. The goal is clear, and the learning state is adjusted according to the content and difficulty, and the learning effect is remarkable. 3. Use information technology to play a role in evaluation. Increasing communication among teachers, students and parents will quickly feed back the learning effect, optimize the teaching process, form a new evaluation model and enrich the theory and practice of innovative education. 4. It is a systematic project to carry out diversified student evaluation under the information technology environment, which is helpful to form new teaching management concepts and evaluation methods.