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规范的教育电视软件开发过程之研究 被引量:2

Explore into the Standard Development Process of Educational TV Software
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摘要 教学设计过程一般有三种模式:一种是以系统为中心的模式,多指比较大或比较复杂系统的设计.如一门课程的开发,一个专业课程计划或个别化教学系统的设计开发等.一种是以课堂为中心的模式,指教师选择或编辑媒体资源,以改进并提高其教学效率和教学效果.第三种是以产品为中心的模式,是指教学软件的设计和开发. Standard development process of educational TV software can effectively guarantee the quality of the software. The paper presents and elaborates on a scientific and standard model of its development process. It also puts forward project management strategies of its develop-ment on the basis of the model. According to the investigation of the current situation of TV software production, the author points out the problems in the developing process of educa-tional TV software of our country, and makes some feasible suggestions on how to standard-ize its development.The suggestions are in the following:——Enhance the investment behavior, and establish the reasonable investment andoperation system to guarantee the quality of software development;——Strengthen the theoretical research on software development, and set up the as-sessment system of educational TV software;——Train a well-organized team of development, and further improve the quality ofthe staff of production;——Pay attention to the subject-selection, planning, and demonstration in the formerperiod of educational TV software development;——Strengthen the project management of educational TV software development.
机构地区 北京师范大学
出处 《开放教育研究》 1999年第6期8-11,45,共5页 Open Education Research
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同被引文献7

  • 1徐恩芹,王春蕾,刘美凤,王雅杰,黄少颖,刘振基.内蒙古中小学教学资源库使用现状的调查报告[J].中国远程教育,2005(02S):60-62. 被引量:2
  • 2Stephen T. Kerr, Toward A Sociology of Educational Technology, David H. Jonassen (1997), Handbook of Research For Educational Communications And Technology (p. 143-169),New York: Macmillan LIBRARY Reference.
  • 3Randall G.Nichols, Yanessa Allen-Brown, Critical Theory and Educational Technology, David H. Jonasse(1997), Handbook of Research For EducationaiCommunications And Technology (p. 226-252), New York: Macmillan LIBRARY Reference.
  • 4Brockenbrough S. Allen, Richard G. Otto, Media asLived Environments:The Ecological Psychology of Educational Technology, David H. Jonassen (1997), Handbook of Research For Educational Communications And Technology(P199-225), New York: Macmillan LIBRARY Reference.
  • 5Jim Fuller, Jeanne Farrington (1999),From Training to Performance----Navigating the Transition,San Francisco: Jossey-Bass Pfeiffer.
  • 6刘美凤.技术·教育技术·教育技术学[J].比较教育研究,2001,22(11):6-10. 被引量:11
  • 7刘美凤.广义教育技术定位的确立[J].中国电化教育,2003(6):9-16. 被引量:50

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