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What information technology brings to education is just projection, video and 3D animation, which are all kinds of teaching AIDS? At that time, the distance between space and time was narrowed by the internet. What changes would happen to teaching and learning? Please see the reporter’s investigation in Shanghai, Chongqing, Guangzhou and other pilot schools of educational informatization.
High-quality teaching resources on the cloud, online distance teaching diagnosis, so that the process of "teaching" has more help; Online autonomous pre-learning and real-time feedback of learning situation make the process of "learning" less detours. Educational informatization empowers both inside and outside the classroom with technology, which provides more possibilities for personalized and intelligent teaching exploration.
"Going to school in the cloud": 28,000 children have the same class.
To popularize cloud classroom, we must solve the problems of "how to manage after completion" and "how to organize teaching"
One day at the end of 2018, two classes of Chongqing No.29 Middle School and Hubei Yichang Foreign Language Junior High School had an English class together because the cloud class was connected to one place. When the students looked up, the class opposite them was projected. Teachers in the two places cooperate in teaching and students in the two places interact in real time. Cloud classrooms can also be large in scale. Prior to this, there was a time when 112 schools across the country participated together, and 28,000 children participated in a class at the same time.
This is the cross-regional cloud classroom teaching initiated by Chongqing No.29 Middle School. At present, more than 600 schools across the country have joined. In nearly half of these schools, cloud classrooms have gradually become normal.
"What is a cloud classroom? It is through the data platform that all students can enjoy quality teaching resources. " Luo Huayu, director of the Information Center of Chongqing No.29 Middle School, introduced that in 2015, they cooperated with an educational technology enterprise in Xi ‘an to jointly develop this project called "Building an Education Cloud with Thousands of Schools".
The front end is the classrooms of primary and secondary schools all over the country, and students in the most remote areas can also directly connect to the classrooms of famous schools in the city. In the background, through cloud storage and cloud computing, it provides functions such as remote classroom interaction, real-time statistical feedback of students’ learning situation, online homework and intelligent correction.
"Students finish their homework in class, and the results of homework correction and wrong questions collection are generated by the system and fed back in real time. This makes teachers reduce their burdens a lot, and science teachers especially like this function. " Luo Huayu said.
Nowadays, it’s nothing new that the blackboard is replaced by projection in many schools. But in Chongqing No.29 Middle School, the projection content is not only pictures or PPT prepared by teachers, but also online interaction in foreign classrooms, live teaching, and even the students’ learning effect map analyzed by big data in real time & HELIP; …
"Building a cloud classroom based on cloud computing technology is a revolutionary change. The popularity of cloud classrooms is a general trend, and the reason why it has not been completely pushed away is because there are still three ‘ Not ready ’ 。” Li Thicken, a professor at Shanghai Normal University, believes that "many principals are not ready, and they don’t know how to manage and organize teaching after the completion of the cloud classroom, and whether it will affect the enrollment rate; Many teachers are not ready and don’t know how to apply these new technologies and models. Many parents are not ready and worry about whether the learning effect is satisfactory. "
Luo Huayu said, "Schools in remote areas can directly contact quality courses on the platform, and the effect is very good." For example, since joining the project of "Building an Education Cloud with Thousands of Schools" for three years, 27 classes in the school have been used normally, with an average of more than 2,000 classes per month, and the enrollment rate has increased from 55.8% to 82.6%.
"Micro-class" Preview: Teachers have "secrets" in teaching.
Information technology promotes teaching reform, and large classes can also achieve "personalization"
There are no classroom "routines" such as reading aloud, explaining words, explaining texts, dividing paragraphs and summarizing themes. In a fifth-grade Chinese class in Liying Primary School in Shanghai, teacher Gong Hua has a clear idea of the key points of teaching new texts, including not only "free words" but also words that can be quickly explained, and most of the time can be spent on overall reading and students’ sharing and understanding.
What is the secret of Teacher Gong’s "personalized" teaching? It is "pre-learning".
Preview before class is always a part of school teaching. In Liying Primary School, preview has been upgraded to "pre-learning". Through students completing online "micro-courses", teachers can accurately understand the quality level of students’ autonomous learning; The "questioning" of students’ feedback, after sorting and classifying, becomes the clue of classroom discussion and the focus of teachers’ preparation and teaching. A class is more like a cooperative inquiry between teachers, students and classmates, and it is a sharing meeting of students’ learning and thinking achievements. And this kind of class, in Liying Primary School, has covered all subjects. The school summarizes its teaching process into three stages, namely, the pre-learning stage of "scaffolding assistance and information integration", the classroom interaction stage of "in-depth understanding and construction reflection" and the expansion and extension stage of "transfer application and problem solving".
According to Sun Youli, the principal of Liying Primary School, information technology has directly promoted the new changes in the teaching process and the relationship between teachers and students, making "personalized learning" possible in China with a large population and a large class size.
Teacher Zhang Jun, director of the research room of Liying Primary School, told the reporter that the anonymous questionnaire survey conducted by the school for three consecutive years showed that after learning with information technology, 100% of teachers and more than 70% of parents thought that children’s learning interest and learning attitude had changed and improved, and over 80% of students said that they could study better.
"By recreating the basic process of classroom teaching, Liying Primary School explores the deep integration of technology and teaching, which is an exploration of personalized learning." Zhang Zhi, director of Shanghai Audio-visual Education Center and a special-grade teacher in Shanghai, said that with the application of information technology, the digital resource service system has been improved day by day, the information literacy of teachers and students has been significantly improved, and the educational governance has been continuously optimized, which provides more possibilities for personalized and intelligent teaching exploration.
Remote "consultation": talking about classes across the screen
"Sending teachers to the countryside" breaks through the time and space restrictions, with lower cost and higher efficiency.
A collaborative teaching live class has just ended, and the discussion is still in full swing through the screen. At both ends of the screen, there are teachers from Milin County Primary School in Linzhi, Tibet and teaching experts from Guangzhou.
"If you were speaking this class, what parts would you focus on? What parts will you let go and let the students think for themselves? " "Our students’ first mother tongue is not Chinese, and their expressions may be different from those of Han students. How to sublimate the course content?" Teachers of primary schools in Milin County have raised questions and asked experts for advice.
"The sublimation of emotion is not necessarily related to language, but the key is to leave enough space for students to feel." "By analyzing and reading words and matching pictures, students can feel the scene more intuitively." "If more space is left for students to think later, the effect may be better" … … Yang Jianguo, a researcher from Guangdong Education Research Institute, Jiang Weiying, a special Chinese teacher attached to the primary school of South China Normal University, and Dong Zhuguang, a teacher from the College of Arts of South China Normal University, commented on the teaching design, classroom activities and teaching methods of this course at the Remote Diagnosis Center of South China Normal University, and interacted with the teachers of Milin County Primary School in Linzhi in real time to discuss effective methods suitable for primary school teaching in Tibetan areas.
"Teachers in rural schools rarely have the opportunity to get expert comments and guidance. Such an opportunity is rare! Expert evaluation and diagnosis can effectively improve the teaching ability of rural teachers, and remote diagnosis can make this guidance normal. " Qu Sang, head of the primary school Chinese teaching and research group in Milin County, said.
The platform for teachers in Linzhi, Tibet to communicate with experts is called the remote diagnosis platform for rural teachers’ classroom teaching, which was built by the Network Education College of South China Normal University. "College experts, front-line teaching researchers and famous teachers participate together, and adopt the methods of real-time viewing, remote diagnosis and comment, and remote teaching to the countryside, which not only transmits educational resources to rural schools at low cost and high efficiency, but also establishes the training mode of educational talents in more innovative, which can effectively improve teachers’ classroom teaching ability." Li Defang, executive deputy secretary-general of the National College Modern Distance Education Cooperation Group and professor of Beijing Normal University, said.
As of January this year, the remote diagnosis platform for rural teachers’ classroom teaching has accumulated more than 1,600 "teacher workshops" based on mobile phone data cloud, with 266,498 micro-courses uploaded, nearly 6,000 live broadcasts and more than 800,000 viewers.
