Research On Teaching Management System Of Higher Education Institution

More than transforming human cognition and behavior,the advancement of modern information technologies exemplified by big data,artificial intelligence and 5G exerts far-reaching influence on education,promoting the further development of online education.Meanwhile,the education sector is experiencing profound internal changes: Traditional theories have their disadvantages exposed on a day-to-day basis.Both traditional education and online education call for changes.The outbreak of COVID-19 epidemic at the end of 2019 brought online education to people’s attention as never before.As they became widespread,online courses laid bare their drawbacks and deficiencies.Based on their history,this research intends to design a specific online course using embodied cognition concept,to address current problems faced by online courses,with a view to make a breakthrough in theory and practice.At present,online courses in colleges largely continue classroom teaching in terms of course design and development mode,but as a matter of fact,they are endowed with uniqueness.If their characteristics are not factored into course design,their advantages cannot be given full play,and the effect of teaching will be undermined due to lack of face-to-face communication and immersion in actual situations.Based on the analysis of the traditional theories which guide online the course design in colleges,this study holds that the behaviorism theory,cognitive theory and constructivism theory shall be of greater steering value to the design of online course in colleges because they are fairly disembodied.The disembody in this paper means that the process of learning or cognition only involves the learner’s mind,and the important role of the learner’s body is ignored.The consequences caused by traditional theories to disembody and often underestimated are amplified in current online education,and the emergence of embodied cognition theory can compensate for the defects to some extent.In order to better practice the concept of "Internet + teaching" and "intelligence +teaching",this paper discusses and analyzes the theories of online course design and traditional course design,and believes that the current online course design needs a new guiding theory to overcome the problems caused by disembody.As a new orientation of the second-generation cognitive science,embodied cognition breaks through traditional cognition science in terms of body-mind relationship,cognitive model and mental construction,and instead looks at the relations between body,cognition and environment from a holistic perspective.Many characteristics of embodied cognition are determined by the body as a whole and all aspects of it.It proceeds to emphasize the contextualization,time pressure and unloadability of cognition.It provides a brand new perspective for the design of online courses.It starts to pay attention to physical engagement of learners,a philosophy that shifts from solely mental engagement in the past to physical-mental integration,fully immersing and better involving learners in teaching environment.This paper starts with the influence of embodied cognitive theory on the design of online courses in colleges,analyzing qualitatively and quantitatively the design of online courses under the guidance of cognitive theory using the methods of statistical analysis,big data technology and comprehensive evaluation,and outlining the current demand for embodied online courses and status quo of learners.The analysis of the existing online courses in colleges reveals following important features: largely relying on live-streaming means,copying classroom teaching model,focusing on contents of lectures and adopting integrated interactive methods.The main problems are the lack of systematic theoretical guidance on the design of courses,the inability to break through the objective limitations of the course platform,and the incompetence of participants.The analysis of embodied online courses suggests that most teachers embrace the theory of embodied cognition,and practice the concept of embodied education intentionally or unintentionally in teaching,but with a problem of fragmented and not deep enough understanding.The analysis of learners shows that devoid of scenes and interactions,students mostly cannot take a positive but a negative attitude towards learning.They think that appropriate verbal descriptions of scenes or physical actions such as performance or simulation by teachers can facilitate their understanding of knowledge.Improving the teaching feedback system,creating situations and increasing activities are the problems that most students believe are in urgent need of solutions.Second,based on the embodied cognition theory and the analysis of empirical research,this paper puts forward the basic principles for the design of college online courses,and the framework for the design of college online courses under the guidance of the embodied cognition theory.In designing learning objectives and tasks,we shall adhere to the principle of problem orientation and depth to stimulate and develop students’ curiosity so that they learn for a certain objective,on a certain basis,and in a certain setting.In designing learning contents,we shall be goal oriented and adaptable,taking into considerations multimedia presentation and lower cognitive load for students.In designing learning activities,we shall adhere to the principle of constructivism and engagement to improve hands-on experience,attention to individuals and sense of gains by making learning challenging,opportunistic,collaborative and engaging.In designing learning environment,we shall adhere to the principle of organic integration to enhance the sense of immersion or presence through sensory integration,content matching,recessive penetration,and visualized operations.In the design of learning evaluation,following the principles of process dynamics,system comprehensiveness,representativeness and feasibility,fuzzy comprehensive evaluation,cloud model evaluation,neural network evaluation among other methods are recommended to promote the common development of learners and online courses themselves.Based on an analysis of the mainstream online courses platforms in China,this paper proposes an embodied online course design,taking the online course of Introduction to Data Science as example.The design gives full considerations to the roles of teachers and students,teaching contents,media and environment among other factors.The curriculum is divided into four topics,ie.,web crawler and the scientific data mining,data visualization,social networks and the neural network image recognition,with each topic being a systematic design consisting of curriculum goal,contents,activities and evaluation.We analyze designing principles for each topic according to their contents,make full use of internet environment and technologies,and use software and hardware equipment to improve teaching environment and create embodied experience for learners.In the end,two embodied cognition-based models of teaching design and teaching implementation for Introduction to Data Science are built,which represents a trinity of "body learning-body experience-teaching environment".The last part deals with effectiveness evaluation of college online course design from the perspective of embodied cognition,with Introduction to Data Science as an example.This study argues that effectiveness evaluation of online courses should be conducted from two aspects.On the one hand,an online course evaluation system should be developed,which includes indicators of teaching input,process and output.On the other hand,texts of subjective and objective satisfaction and descriptions of basic information of the course,teaching input,process,output should be collected to conduct fuzzy comprehensive evaluation to determine the effectiveness of online courses.To sum up,embodied cognition emphasizes the unity of brain,body and environment and the importance of the body in the learning process.This study applies the theory to the design and evaluation of online courses in colleges,with Introduction to Data Science as an example.At present,the academic community in China has not paid much attention to the influence of embodied cognition on education,especially doing little on the exploration of how to combine the embodied cognition theory with the design of online courses.Therefore,this paper tries to break ground in the in-depth integration of the embodied cognition theory into the design of online courses.Although the complexity of embodied cognition theory and the diversity of online courses in colleges entail greater difficulty for the study,it is even more of practical significance.