Research On Classroom Response System's Application In Classroom Teaching

The strategic theme of carrying out reforms in education is promoting quality-oriented education, and keys to train qualified people that meet society's need is to develop their ability to learn, to practice and to think in a creative way. However, teaching methods used in the classroom nowadays are not focus on those. With the progress of the global informatization, traditional educational mode has fell behind and conflicts between them are more and more serious. Teaching patterns in classroom should be changed as soon as possible. Classroom Response System (CRS), a novel and fully interactive teaching tool, has drawn many educators and experts'attention. It stimulates students'learning enthusiasm and changes the traditional teaching style that instructors always talk and the student just listen, making the classroom more active and interactive. The paper is committed to developing teaching methods and strategies based on CRS.First of all, the author summarizes three general categories of implementation and using mode of CRS. Then after looking up plenty of literature and document, sends questionnaire, makes surveys, the author puts forwards a question driven instruction framework basing on CRS. The core of the framework is that instructor should guide students as they grow into their roles as active learners in classroom. By posing and answering questions, group and class-wide discussing, students reconstruct and reorganize their system of knowledge. The instructor becomes a learning coach rather than a content provider, using agile teaching methods and strategies to enhance students' active learning. Besides, the author gives a detail account of curriculum, instructor, learner, classroom, class session and exam in CRS classroom basing on the question driven instruction. Also, many teaching strategies in CRS classroom are proposed in this paper, such as ways to set appropriate pedagogic goals, how to design formative assessment questions for in-class use, effective methods on managing a dynamic and highly interactive classroom environment, ways to probe and model students'learning and ways to guide students as they grow into their roles as active learners.In order to verify the correctness and practicality of the framework and teaching strategies, the author applies them to the real class. The results of the experiment prove that CRS changes traditional teaching mode and encourages interactive teaching in the classroom. On the one hand, it can stimulate students' learning enthusiasm, maintain their attention and promote their participation in classroom discussions. On the other hand, it helps instructors a lot in assessing students'comprehension and developing agile teaching strategies. With the help of the question driven instruction framework basing on CRS, interactions between instructor and students are reinforced, and more effective strategies enhancing group and class-wide discussion are designed. Instructor's guide to students are more appropriate and to the point, and students grow into their roles as active learners in classroom.In short, CRS changes the traditional teaching mode and the way student learns (from passive learners to active learners). It plays an important role in developing student's ability to learn, to practice and to think in a creative way. We all believe that more advantages will be found with more practices on CRS.