The Status Of The Design Capacity Of Primary And Secondary School Teachers Teaching In The It Environment And Development Study

In the 21st century with fiercer and fiercer competition day by day, educationreform and social development demand higher degree of teachers' professionaldevelopment, which is mainly to improve their ability of education informationtechnology application, and in essence, the teachers should improve theirinformationization instruction design competence. Through literature analysis, theauthor found out that there is more research on the development pattern andstrategy of the primary and secondary school teachers' Instructional DesignCompetence under the information technology environment, but the problems suchas its competence structures and standards, the translatability of developmentpractice, demand prompt solution. Therefore, it is necessary to research on theprimary and secondary school teachers' Instructional Design Competence underthe information technology environment and its development.Based on the literature research, this research conducted an investigation intothe present situation of the primary and secondary school teachers' InstructionalDesign Competence under the information technology environment in the PearlRiver Delta district including Guangzhou, etc, summed up the structure system ofsuch competence by Delphi method, selected 32 teachers from the schools (such asNanhai District Experimental School in Foshan City) under better informationtechnology environment as practical subjects, digitalized the development contenton the BlackBoard Platform of Shenzhen Hall for Teaching with Electrical Aids,carried out about 80 class hours' development practice by the strategy of"self-determination—cooperation", "case study" and "reflection", and examinedthe practice results.This research can be divided into five stages: the preparation stage, theinvestigation stage, the theoretical research stage, the development practice stage,and the effect evaluation stage. At the preparation stage, the researcher determinedthis project's research goal, content and methods by literature research. At the investigation stage, this research conducted an investigation into the presentsituation of the primary and secondary school teachers' Instructional DesignCompetence under the information technology environment in the Pearl RiverDelta district including Guangzhou, etc, by questionnaire and interview. At thetheoretical research stage, the researcher summarized the structure system of theprimary and secondary school teachers' Instructional Design Competence underthe information technology environment with two rounds of investigation andinterview of the experts and graduate students and the primary and secondaryschool teachers from the relevant research area by Delphi method; and analyzedthe theoretic basis and the inspiration of the practice. At the development practicestage, the researcher made up the development plans and development goalsaccording to the investigation results and the competence structure system,selected 32 teachers from the schools (such as Nanhai District ExperimentalSchool in Foshan City) under better information technology environment aspractical subjects, digitalized the development content on the BlackBoard Platformof Shenzhen Hall for Teaching with Electrical Aids, and carried out about 80 classhours' development practice by the strategy of "self-determination—cooperation","case study" and "reflection", and examined the practice results from February toMarch in 2007. At the effect evaluation stage, the researcher carried out thepre-measurement before the development practice stage and the after-measurement after the development practice stage using questionnaire asmeasuring tool; coded and explained the interview datum, collected and evaluatedthe instructional design project using evaluating gauge during evaluating the effectof Case Study.The results showed that the current level of the primary and secondary schoolteachers' Instructional Design Competence under the information technologyenvironment is middling; the sub-competence such as instructional environmentdesign, instructional strategy design, instructional evaluation design, evaluation ofinstructional design results, analysis of the learner's characteristics develop at alower level, but the instructional goal design, instructional content analysis and study demand analysis develop at a higher level; the teaching seniority influencesthe competence notably: there is great difference of the development degreebetween the teaches with 5-year teaching experience, 6～10year teachingexperience and over-11-year teaching experience, but there is no notabledifference between the teachers with 11～20-year teaching experience andover-20-year teaching experience. The structure of the primary and secondaryschool teachers' Instructional Design Competence under the informationtechnology environment can be summed up into: analysis competence, designcompetence, evaluation competence, including the learner's characteristicsanalysis competence, instructional goal analysis competence, instructional strategydesign competence, instructional environment design competence, instructionalevaluation design competence, evaluation competence of instructional designresults. The results evaluation showed that the strategy of"self-determination—cooperation", "case study" and "reflection" are effective onthe development of the primary and secondary school teachers' InstructionalDesign Competence under the information technology environment, and promotesthe improvement and development of the teachers' professional basis, professionalcompetence, and feeling and attitude etc.