1、1Research and Practice of the P.E. Information Teaching Design SystemAbstract. In this paper, the physical education information teaching design system is researched and developed based on VB6.0 optimization platform. According to the national physical education and health course standards and the f
2、undamental theories of the constructivism, the author adopts the modular-design development method to design two functional areas which are the displaying of the teaching design contents and the online information database (nine modules in total) on the basis of the P.E. teaching design flow. Import
3、antly, this system features the compatibility, scalability and practical applicability, and can effectively improve the ability of P.E. teachers to design their teaching, and hence provides a guarantee for the improvement of teaching quality and efficiency. Key words: Information Teaching Design, Sy
4、stem, P.E., Constructivism The P.E. information teaching design system is researched and developed with the VB6.0 optimization platform and modular 2design according to the national physical education and health course standards and the fundamental theories of the constructi vism, and is a teaching
5、design tool which can be used to collect, search and import information and aid decision making. 1. Problems in Current P.E. Teaching Designs In recent years, it is found that the new teachers as well as those who just touch upon the “new standards for courses“ all attempt to conduct the teaching de
6、signs by themselves through the observation on the teaching practices of the interns and new teachers majoring in physical education, after the implementation of the new “new standards“ at primary and middle schools. However, in the design process, the contents in the teaching designs are often inco
7、mplete; it is hard to collect information; the utilization and arrangement of the fields and equipments are insufficient; the initial and latter classes designs are separate from each other; the understanding of the students is incomprehensive or classes are too many to be distinct; the applications
8、 of the organization, measures and methods in the practical teaching process are few; the time and resources are wasted, etc. 2. Implementation and Characteristics of P.E. Information Teaching Design under the Constructivism Environment 32.1 Implementation of P.E. Information Teaching Design under t
9、he Constructivism Environment In the constructivism, it is believed that the learning is a process to construct the internal mental representations; the learners do not carry the knowledge from the external world to their memories, but acquire and construct new knowledge through the interaction with
10、 the external world based on the existing experience. In accordance with the requirement of the general objective for the pilot physical education and health course as well as the fundamental explanation of the constructivism to the learning, the physical education teaching design can be defined as
11、“a process to use the systemic method to do detailed plans and arrangements on the learning behavioral objectives and environment, teaching strategy and evaluation and others, and then create the teaching and learning systems, for the purpose of constructing the cognitive structure for students to l
12、earn the physical education and health knowledge and skills“. In accordance with the above definition on the meaning of the physical education teaching design, the author thinks that the physical education information teaching design flow can be expressed with the figure 1. In order to realize the i
13、nformation technology in the physical education teaching 4design, the author fully integrates the P.E. teaching design flow with the information technology under the constructivism environment, and simultaneously proposes the P.E information teaching design. 2.2 Characteristics of the P.E Informatio
14、n Teaching Design Compared with the manual teaching design, the P.E information teaching design owns its advantages ad characteristics: (1) fully using the network technologies to support design and ensuring the teaching design to meet the needs of all resources; (2) relying on the information techn
15、ology, and adequately applying the crossed disciplines to innovate and make the teaching contents; (3) the formation related to the design content can be collected rapidly, comprehensively and purposefully; (4) the teaching is highly systemic as an unit is used as a teaching cycle; (5) the design cl
16、ue is clear and the contents are all-round. 3. Design of the P.E Information Teaching Design System 3.1 Objective of the System Design The objective of the system design is providing the P.E. teachers with a teaching design tool which can be used to collect, search and import information and aid dec
17、ision making. Specifically, (1) in the design of the modular, to be easy to 5use, the P.E. and health course teaching design flow is seriously complied with (see figure 1); by integrating the fundamental requirements of the system design and application, the teaching objective analysis, learners fea
18、tures, teaching content confirmation, media design, teaching context creation, teaching strategy design, and evaluation, the teaching plan base and teaching references and other online databases all are designed to be independent functional modules, making the layers clear and easy to be use. (2) In
19、 the design of the command button, the “add, delete, back and search“ buttons are designed in the windows of all modules of the system, to make it easy for the teachers to add new contents, delete the unsatisfactory contents, and back to the last operation, and search the records, etc. (3) In the de
20、sign of the export system, the statistics and collection of part or all the fields of all kinds of information can be realized, to make it easy for the teachers to know more information of the design, hence providing a foundation for the teachers to write and analyze teaching plans and make scientif
21、ic decisions. 3.2 Principles of the System Design Five principles are necessary to be accorded in the system design as followings. 6(1) Completeness principle: This teaching design system possesses a set of complete functions (collect, search, edit, and display and export); (2) Compatibility princip
22、le: The system features a powerful compatibility in the import and export aspects, and is able to execute the conversions between different formations; (3) Scalability principle: In view of the development of the teaching design system, the modular structural design is applied to the system design.
23、The independence of all modules is highly powerful, so the adding, reducing or modification of the modules exert a small impact on the whole system, which is convenient for improving, expanding and perfecting the system. (4) Hierarchical principle: The system design is a multistory structure, and th
24、e functions of all layers in the whole system can be clearly seen. (5) Scientific and practical principle: The system is established based on the concept and method of the software engineering to ensure the system structure to be scientific and reasonable. Meanwhile, all functions of the system acco
25、rd with the needs of the teaching design. 3.3 The System Development Environment 3.3.1 VB6.0 7VB6.0 is a rapid and visual programming development tool, and owns distinct features as well as powerful functions. The object-oriented programming design method is used in VB, and greatly increases the reu
26、sability of the programs, and hence simplifies the programming design. Besides, multiple ActiveX are given by VB, and increases the programming efficiency. 3.3.2 Database Access is a database management system and has powerful functions enough to cope with the management of general data and the need
27、s of processing. Its advantages include easy-to-use, easy-to-transfer, simple operating environment and the good effect to manage the databases of small-scale websites. 3.3.3 Operating Environment Windows 98/2000/XP are used as the operating software environment of system; Pentium 2 or above is used
28、 as the hardware environment. 3.4 System Functional Modules Based on the above design ideas and the P.E. teaching design flow, the author adopts the flow modular development method to integrate the VB powerful functions and the needs of the teaching designs and design the two functional areas which
29、are the displaying of the teaching design contents and the 8online information database (nine modules in total) as shown in figure 2. 3.4.1 Displaying Area of the Teaching Design Contents In the content displaying area, seven links in the teaching design are included, which are the teaching objectiv
30、e analysis, learners features analysis, teaching content confirmation, media design, teaching context creation, teaching strategy design and evaluation. (1)Teaching objective analysis module: This includes the selections of a series of sports items and the unit teaching objective. The function reali
31、zed in this module is exporting the teaching objective that a sport item necessarily reaches in the current class based on the national “new standards for courses“. Also, all items and the corresponding objectives are defined through the numbers, which makes it easy to add contents and retrieve, man
32、age and search information. After the users arrive in this module, they only need to click the desired contents and confirm the operations. The basketball item can be taken as example to explain this as shown in figure 3. (2) Learners features analysis module: This includes the class selection, stud
33、ent feature information, and the specifics 9of a feature. The function realized in this module is automatically generating a series of feature information export based on the class selection function which has been set in the system. The information includes the statistical table of the student phys
34、ical health test data, and the learning attitude analysis table, the students obvious difference (e.g. physiology and psychology) table, and the sport skills analysis table. The specific flow is as shown in figure 4. (3) Teaching content confirmation module: This includes the class hours, teaching c
35、ontent references and teaching key points selection. The function realized in this module is designing and exporting the class hours, teaching contents and teaching keys. (4) Teaching media design module: This mainly provides the existing teaching media and the teaching media secondary contents whic
36、h are necessary to be developed. The users can select the media by directly clicking it. (5) Teaching context creation module: This includes the context creation sub-modules of the story, question, simulated experiment and cooperation. The clicking button of each sub-module is attached with the inst
37、ructions of the specific plans, methods and concepts. The users can directly click the 10confirmation button after viewing the instructions. (6) Teaching strategy design module: This includes three sub-modules which are the self-learning strategy, cooperative learning strategy and exploration learni
38、ng strategy. Also, the clicking button of each sub-module is attached with the instructions of all concepts and methods. The users can also directly click the confirmation button after viewing the instructions. (7) Teaching evaluation module: This includes two sub-modules which are the formative eva
39、luation and summative evaluation. The formative evaluation is set to reach the requirement of teaching objective better and achieve the better effect in the teaching of an item, and can help teachers know the results in a teaching stage as well as the development and problems of students learning in
40、 time, based on which the teachers can timely make adjustment and improve the teaching. The summative evaluation is also called as the “post evaluation“, and is implemented to know the ultimate effect of a teaching activity after a teaching cycle ends. In this module, the users can do self-conclusion based on the contents of the teaching objective analysis module, and take the conclusion as the teaching starting point of next class or unit. 3.4.2 Online Database
