The Webquest In The Five-year Teachers' Computer-aided Teaching

Influenced deeply by the traditional teaching mode, students prefers such alearning-acceptive. So that students we have educated do lack the abilities ofinnovation and immediate feedback. It therefore requires the reform such a"teacher-centred" teaching way to build up a new one. Since the aim of thefive-year normal education is to cultivate primary school teachers, we are moresupposed to change the students' minds as well as their behavior. WebQuest is akind of a new teaching mode introduced from foreign countries, which can propelstudents to change their learning ways. But there are many problems in theprocess of its application. To solve these questions requires teachers to sum up andreflect simultaneously the computer-applied teaching condition is also equal to"teachers-centred" which is transformed to the stage of "learning-centred"information technology into curriculum. Research of the application of WebQuestto "Computer-assisted Instruction (CAI)" in the five-year normal education isfar-reaching. The purpose of this research is to accelerate the transformation of students'ideas about learning and teaching as well as that of their learning ways by means ofliterature review, interview and investigation. The introduction part of this article elaborates WebQuest's significances, whichis to change the students' learning ways and improve the teaching skills, analyses theWebQuest's research condition at home and abroad, and comes up with theseproblems in the implement according to the domestic research condition. Theproblems are as follows: the choice of WebQuest subject is unfit for research,teaching targets are implicit in the WebQuest teaching Project, single target isreplacing multi-dimensional targets, and it is really difficult to control theimplement. Chapter one firstly defines WebQuest, whose essence is based on the websubject-research instructional mode equal to higher stage of the informationtechnology into curriculum, then elaborates the classification and structuralcomposition of WebQuest, finally exposes the five-year normal education as well asthe relationship between WebQuest and it. Chapter two gives an illustration about theoretical bases which areConstructivism, Inquiry Learning, and Collaborative Learning. Chapter three analyzes the condition of CAI. The computer-assisted instructionwith the CAI courseware is the lower stage of Integration of Information Technologyinto Curriculum, however, WebQuest is the higher stage of Integration ofInformation Technology into Curriculum. Based on the above reason, the researchtestifies that the application of WebQuest is helpful to improve the development ofthe 5-year normal CAI. Later through the steps of analyzing teaching goals,choosing the research subject, analyzing learners, collecting the resources, mappingout the tasks, making the websites, setting up the thinking Scaffold and organizingstudents to take part in and comment, the paper discusses how to project theWebQuest teaching in CAI in order to help teachers to understand and acceptWebQuest.Chapter four is the implementation of WebQuest in CAI which includes thedesign of CAI and the design and implementing process of the making of CAI".Map-out of this two inquiry targets balances the multi-dimensional teaching objects,the subjects-choosing complexity, and the diversity of tasks, meanwhile, analyzesand concludes the problems in the implementation. So that such conclusions can bereceived that the application of WebQuest to CAI in the five-year normal educationcan accelerate the changing of students' learning ways as well as the transformationof students' ideas about learning and teaching.Chapter five is the conclusion and perspectives. Through direct observation andexperience of WebQuest applied to CAI, the result of this research are that theapplication of WebQuest to CAI in five-year normal education is very beneficial tothe improvement of CAI, the changes of students' ideas about learning and teaching,and the transformation of passive learning to autonomous learning.