How to give full play to the maximum benefit of teaching resources

Learning resources are the material guarantee of distance open education in RTVU. How to maximize the integration and utilization of teaching resources and maximize its benefits? Based on the author's years of practical exploration, this paper introduces the concrete methods of comprehensive utilization, dynamic supplement and innovative development, resource transfer and service utilization, and gives the answers to the questions.

Keywords integration and utilization; Teaching resources; Instructional design; resource development

Teaching resources are the material guarantee of distance open education in RTVU. In recent years, four kinds of teaching resources, such as text teaching materials, audio-visual teaching materials, CAI courseware and online courses, are unprecedentedly rich. How to maximize the integration and utilization of these resources and maximize their overall benefits has become a bottleneck problem in the reform of teaching mode. In teaching practice, we have explored the integration and application of teaching resources from the following three aspects:

I. Comprehensive utilization

The above four teaching resources are designed in an integrated way, which runs through the teaching process and the effective application of resources in formative assessment. The main forms are: "selective use" and "cooperative use" of teaching resources in face-to-face teaching, on the one hand, guiding students to learn to use teaching resources and get used to using information technology; On the other hand, give full play to the advantages of the system and avoid duplication of work.

1. Select to use. In the course teaching design, relevant teaching resources are screened and integrated according to knowledge points, difficulties and disputes. For example, you can choose a video with a long duration according to knowledge points; For the difficult teaching content of city and county TV universities, we should rely on the power of the system to solve it (for example, the national economic accounting of accounting undergraduates uses the network IP courseware of Central TV University); Actively use knowledge points that can broaden students' horizons and cultivate innovative consciousness (such as accounting case analysis and audit case analysis of accounting undergraduates). At the same time, students are guided to use teaching resources through various channels other than face-to-face teaching, and their study notes are one of the formative assessment contents.

The teaching resources available for selection are not only the current resources, but also the teaching resources abandoned by the changes of the written textbooks formulated by the central government and provinces in the past. There are many "parts" available in these resources. If they are carefully selected, decomposed and sorted into relatively independent small courseware, it will undoubtedly add a lot of wealth to the existing teaching resources.

2. use it together. According to the actual teaching situation, we should make full use of complete and relatively mature teaching resources after making necessary auxiliary facilities. Our practical exploration in this field can be traced back to 1990. At that time, there was a tendency to replace CCTV lectures with a large number of face-to-face lectures, which affected the quality and efficiency of teaching. We aim at the problems existing in the production and use of TV courses

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In order to improve the broadcast quality and audio-visual quality of TV classes, the practice of optimizing the combined teaching design with the support of media was carried out, and two TV columns, A Guide to Listening and A Few Words after Class, were designed. The former plays a connecting role in each TV class, prompting the outline and difficulties of the content, allowing students to quickly enter a good listening state and improve learning efficiency; The latter explains the difficulties, supplements the shortcomings of blackboard demonstration and chapter summary in TV class, and guides students to clarify their learning ideas. These two supporting TV programs closely link the lecturers, tutors and students, which significantly enhances the effect of TV lectures. In the current practice of integrating and applying teaching resources, on the one hand, we should make better use of advanced technology, on the other hand, we should give full play to the benefits of applying traditional technology according to local conditions.

Second, dynamic supplement and innovative development.

While making full use of the teaching resources of major power-saving universities such as Central Radio and TV University, we should pay attention to dynamically supplementing them according to actual changes and constantly improve the original resources; When developing scarce resources, we should pay attention to foster strengths and avoid weaknesses, and highlight innovation.

1. Dynamic supplement. Teaching resources must "keep pace with the times", dynamically supplement and constantly improve the original resources, so as to ensure the "tree of life" evergreen. For example, for financial courses, due to the rapid development of the national economy and the deepening of economic system reform, the corresponding financial laws and regulations have been continuously introduced and revised. Therefore, while making use of the main resources of China Central Radio and TV University, we will constantly supplement and produce the latest financial laws and regulations, new concepts, new terminology background and explanations of web pages and small courseware to improve the quality of resource utilization.

2. Innovation and development. With the development of computer multimedia and network technology, the demand for CAI courseware and network teaching resources in distance open education of RTVU is expanding day by day. When developing scarce teaching resources, we analyzed the limitations of previous teaching resources:

(1) "Curable". Part of the courseware is closely related to the content of the textbook and the order of chapters. With the continuous development of economy and the rapid update of information, the life cycle of this solidified courseware is greatly shortened, even "short-lived"; Because the courseware is the result of "team battle", it is not easy to modify and update it in time. Courseware can't keep up with the changed reality, and its usability is greatly reduced.

(2) "closed". Some courseware is designed according to the teaching ideas of a few teachers, which can't fully adapt to the huge TV University system with 44 provincial TV universities, tens of thousands of classes, millions of students and tens of thousands of full-time and part-time teachers and the ever-changing teaching reality of open distance education. There is no fixed method for teaching and no fixed method for learning, and most courseware cannot be re-created and re-integrated on the basis of it, which hinders teachers' enthusiasm for using courseware and limits their extensive enjoyment of * * *. For example, according to the needs of teaching, a course intentionally quotes fragments of courseware from another course, but it can only be abandoned because it cannot be taken out of context. In the teaching of finance and economics, there is a lot of knowledge overlapping between courses, but the courseware of accounting can not be transplanted and quoted by other courses. In this way, on the one hand, the existing resources are not used enough, on the other hand, due to insufficient resources, it has caused great waste.

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(3) "big and complete". Courseware is based on a course, which combines the wisdom of course experts, teaching design, scientific research, psychology, art, music, photography, software design and so on. Teachers of TV universities at the grass-roots level are restricted by many conditions, which is not conducive to improving the application level of teaching resources.

The above limitations urge us to learn from the "integrable ware idea" [1] to develop teaching resources: IP courseware, video on demand, live classroom and CAI courseware should develop in the direction of "integrable ware", that is, the focus of resource production is the knowledge points of teaching content, which is an independent small courseware with the characteristics of "micro-unit", "integrable recombination" and "openness"

(1) "microscopic oneness". That is, resource production is based on knowledge points and has nothing to do with textbook version and chapter order. In this way, in the case of frequent changes in teaching materials, because most basic knowledge points are relatively unchanged, their resources can still be used; If the knowledge point is outdated, its resources can be used as a reference for historical clues; According to the newly added knowledge points, make corresponding resources quickly and assist teaching assistants in time through network transmission. Furthermore, "small but refined" has significantly improved teachers' participation and enthusiasm.

② "Integrability and recombination". It makes the same knowledge point accumulate vertically and horizontally with its continuous development, and changes the teaching content, methods, educational theories and models. For example, with the development of accounting theory (vertically), different teachers make or reorganize the same "accounting balance formula" from different perspectives and different teaching design ideas (horizontally), which adapts to the development of the situation and the diversified characteristics of RTVU education objects, so that teachers and students have more choices. Another example is that "accounting simulation experiment" is related to accounting principles, financial accounting and cost accounting. As long as the relevant unit resources are called and reorganized, the teaching effect that the previous courseware can not achieve can be achieved well.

3 "openness". We strive to make the generated resources available for users to modify with corresponding software. For example, small animations made by Flash, demos made by PowerPoint, webpages made by FrontPage, tables made by Excel, pictures made by Photoshop and so on. This enables everyone to participate in production and secondary development and innovation, thus effectively promoting and improving the integration and application level of teacher resources. Opening-up also provides convenience for transplantation and citation among disciplines, avoids duplication of work, and endows "resources * * *" with real meaning.

In addition, technically, we adopt the method of screen capture, recording, teaching explanation and demonstration to synchronize the pictures with the pictures of the photography teacher, which changes the rigid mode of "head+manuscript" in the past, and the manuscripts are often unclear, making the teaching explanation pictures that students are most concerned about lively and has achieved good results.

Three. Resource transmission and service use

The smooth transmission and thoughtful utilization of teaching resources is the key to improve the efficiency of resource application. We think we should focus on

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Grasp the two links of "product introduction" and "service use";

1. Product introduction. Mainly solve the problems of "what resources" and "how to obtain resources". In the teaching design of the course, the introduction of resource products is listed as the primary content: what text teaching materials, audio-visual teaching materials, CAI courseware and network resources are available in the course, and from what channels. , and made into a demonstration courseware, ready to use.