教学软件开发的需求分析流程初探

教学软件开发的需求分析的科学化和合理化是保证其产品能够有效应用的前提与基础。本文在北京市教育科学“十五”规划重点课题“北京市中小学教学资源有效开发与推广应用的指导原则的研究”提出的教学软件需求分析有效实施的指导原则基础上,结合软件工程、教学设计的相关理论,对合理化的教学软件需求分析过程进行了论述。     

会计实训教学软件设计刍议

会计实训教学软件是会计实验室建设的重要内容,这里从会计实训教学软件的需求分析、系统架构设计、智能判断等难点设计进行描述,并对智能判断问题提出具体的解决办法。     

基于项目管理方法的教学软件开发研究

教学软件开发的过程缺乏规范的指导将直接导致软件质量低下,造成广大师生对教学软件的质量不满意,达不到满意的教学效果。开发适合不同层次、不同学科高质量的教学软件成了重中之重,在教学软件开发的整个生命周期引入项目管理的科学方法与理念,能大大提高开发的质量和效率。     

教学软件项目式开发模型研究

目前广大师生对于教学软件的质量不甚满意。教学软件的开发过程缺乏规范的指导则是造成教学软件质量低下的一个原因。在对国内外已有研究成果进行梳理的基础上,本研究对国内典型的教学软件开发公司进行实地调研,提出了具有可操作性的教学软件项目式开发模型,并通过对专家、教学软件开发公司的项目经理及开发人员的访谈对该模型进行了验证。     

多媒体教学环境下教学软件开发探析——以计算机基础教学为例

从多媒体教学软件的系统设计、需求分析、教学模式和策略选择、技术实现以及制作中要注意的问题等方面进行分析,构建了一个计算机基础实训教学系统,为高校教师进行计算机基础实训教学软件的制作思路提供了参考。     

教学软件项目式开发模型研究

目前广大师生对教学软件的质量不甚满意，其中教学软件的开发过程缺乏规范的指导是造成教学软件质量低下的一个原因。在对国内外已有研究成果进行梳理的基础上，本研究结合对国内典型的教学软件开发公司的实地调研，提出了具有可操作性的教学软件项目式开发模型，并通过和专家、教学软件开发公司的项目经理及开发人员的访谈对该模型进行了验证。     

谈应用软件开发过程中的一个瓶颈问题──需求分析

本文分析了应用软件开发过程中的一个瓶颈问题；需求分析。本文首先从认识的角度分析了需求分析，然后详细剖析了需求分析的整个过程并讨论了需求分析人员的关系等问题，最后定量讨论了需求分析对应用软件开发周期的影响。     

高校网络教育的问题及完善

目前高校网络教育在教育观念、教学资源普及、教学软件开发和教学机制管理等方面存在问题。应提高教师信息素养,加强网络教学软件开发,探索网络教学新技术新方法。     

教学软件开发流程优化研究初探

北京市教育科学“十五”规划重点课题“北京市中小学教学资源有效开发与推广应用的指导原则的研究”对国内教学软件开发中存在的问题进行了调查。在其研究中,通过进一步分析发现:教学软件开发流程中,在开发人员、开发团队和开发活动的实施与监控方面存在很多问题。本文针对以上三方面提出了相应的优化指导原则。     

一种基于教学软件的改进原型法开发模型的研究

文章根据教学软件的特点,在分析了采用传统原型法开发模型过程中所遇到问题的基础上,提出了一种基于教学软件的改进原型法开发模型．该模型把教学设计与系统设计两个层面做为两个并行开发的子原型,嵌入到教学软件的原型开发模型中．从而使教学软件的开发过程更好的符合教学规律与教学策略,提高开发质量．     

教学设计与软件工程结合的教学软件开发模式

针对当前国内教学软件开发模式的缺陷,分析教学软件开发中的教学设计过程和软件工程成分,明确两者结合的基本关系,提出教学系统设计与软件工程结合的开发模式,阐述了它的要素和阶段。     

Applying Software Design Methodology to Instructional Design

The premise of this paper is that computer science has much to offer the endeavor of instructional improvement. Software design processes employed in computer science for developing software can be used for planning instruction and should improve instruction in much the same manner that design processes appear to have improved software. Techniques for examining the software development process can be applied to an examination of the instructional process. Furthermore, the computer science discipline is particularly well suited to these tasks. Thus, computer science can develop instructional design expertise for export to other disciplines to improve education in all disciplines and, eventually, at all levels.     

Instructional technologies in developing countries: A contextual analysis approach

Conclusion This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional technology in developing countries and limited human capacity to appropriately design instructional technology interventions, it is imperative that instructional designers working in developing countries take into account the contextual factors outlined in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately applied, may increase the probability of successful instructional technology initiatives in developing countries. Although this context-based model was expanded to include factors related to developing countries, the factors described in this paper exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings that can include, but are not limited to, certain rural and urban areas in industrialized countries as well.     

SQA规范对于教育软件开发的启示

卡耐基·梅隆大学软件工程研究所提出的CMM(capacitymaturitymodel,软件能力成熟度模型),提出了软件开发中从混乱的、个别的过程达到成熟的规范化过程的一个框架。其中SQA(softwarequalityassurance)是CMM第2等级中的一个关键过程域。SQA通过贯穿整个软件开发过程的质量监控,可以显著改善软件产品的质量。教育软件的开发同样如此。本文从SQA规范的角度出发审视教育软件的开发,探讨其对教育软件开发的启示。     

Developing Instructional Web Sites – A Software Engineering Approach

This paper focuses on the application of software engineering practices to the development of instructional web sites. The development of a web site, to support a distance or campus-based online course, is a very complex process that involves many instructional and technical aspects, including the instructional purpose of the course, its content, its structure, its interface, and its teaching–learning activities. The use of a method is essential for dealing with the complexity of this process. We describe, in this paper, a software engineering method that helps course designers and teachers to develop high quality instructional web sites. The design of the method was based on the integration of well-known principles, concepts and process models borrowed from instructional design, method engineering, and object-oriented software engineering. The method addresses the managerial processes required to plan, organize, and control the project, as well as the instructional and technical activities involved in the development of high quality course sites.     

网络精品课程建设的标准要求与开发策略

评价网络教育课程质量不能只看网上资源,而应全面衡量课程的教学设计、教学资源、教学过程和教学效果.网络课程的基本要求突出表现在:适于学生自主学习、准确呈现学习内容、便于开展师生交互、设计有效学习活动等四个方面;开发与设计网络精品课程,要掌握课程设计和教学分析方法,精心设计课程内容和表现形式,运用教学策略激发学生的学习兴趣,重视导学、助学与促学的设计,规范设计程序和发挥课程组作用.     

"数字图像处理"实验课教学改革与实践

根据《数字图像处理》课程本身的特点以及国家示范性软件学院培养实用型软件人才的目的,将基于项目的学习理论和方法引入数字图像处理的实验课教学中,并从实验环境的建立、学习内容的筛选、教学策略的运用、以及学习评价等方面进行了论述。教学实践显示,这一系统的教学改革方案对于提高课程学习者的学习效果有显著作用。     

Sound’s use in instructional software to enhance learning: a theory-to-practice content analysis

Sound may hold great promise for instructional software by supporting learning in a variety of ways. Conceptual and preconceptual barriers, however, still appear to prevent software designers from using sound more effectively in their instructional products. Interface books seldom discuss the use of sound and when they do, it is most often simple verbatim narration of on-screen text. This content analysis of 12 award-winning instructional software products indicated that, while sound is being incorporated into many learning environments, many instructional designers are using sound only for literal, information conveyance and not yet exploring how to exploit the associative potential of music, sound effects, and narration to help learners process the material under study more deeply.