Research On Problem-Oriented Instructional Design Based On Information Technology Support

The rapid development of information technology and the explosive growth of information have enabled our society need new talents who can quickly adapt to changes in society and have abilities with independent learning,lifelong learning,and problem-solving capabilities and innovative thinking.However,traditional teaching methods have obviously failed to meet the needs of the society.Under the background of teaching reform,learners' problem-solving ability has become one of the basic skills of new-type talents.The research of information technology in teaching can provide rich teaching resources,varieties of teaching forms,interactive,open,and contextual learning environments and diversified teaching evaluation for teaching reform.Education informatization is an inevitable choice for the reform of educational development.After reading the literature on problem-oriented teaching under technical support,it is obvious the current state of application of technology in the classroom is not optimistic and does not fully demonstrate the role of technology in education.Therefore,the author chooses a typical Shanghai secondary vocational school as the practice school,adopts the method of case study,and participates in the teaching activities of a class of "Philosophy and Life".According to the teaching content and research object selecting the problem-oriented teaching methods,putting the research questions of this paper: How to use technical supporting the problem-oriented teaching? By reading contextual cognitive theory,knowledge construction theory and other related literature,the author analyze typical problem-oriented concrete cases,build teaching process models under technical supporting and then conduct instructional design,and carry out two-phase teaching practice.After the teaching practice,the teaching process model is modified.Before the teaching practice,questionnaires were used to collect data and then analyze the data.The results show that the teaching process model designed in this paper has reached the expectation of improving the learning effect of students after the teaching application.In the formal research stage,students' learning attitudes,understanding of teaching content,and interest in technology have improved.However,the impact of technology on learning has not improved significantly.Analyzing the reason for the lack of improvement may be that the cycle of practice is short,so there is no obvious teaching effect.But from the perspective of the total score of the four dimensions,the teaching process model designed in this paper is effective for improving students' learning.