2. Main purpose: (in a word)

3. Theme: (concise and clear)

4. Question content (divided into points, corresponding to the interview content)

5. Conclusion or enlightenment or summary or generalization (brief)

The format can be roughly referred to the social practice questionnaire.

I hope I can help you ~

Let me give you an example.

Interview outline

Distance education project

Dr. Yu Shengquan:

Hello!

Future education and learning will be carried out under the network environment, or realized through the network, but how to do online education well today will be related to future development. At present, online education has been carried out in China for more than a year, and what online education should do is being explored and studied.

To this end, we would like to invite experts from the expert group of modern distance education of the Ministry of Education to talk about some key issues of online education, provide reference for people in the industry, and promote the orderly, rapid and healthy development of modern distance education in China.

Please support!

I. technical support for online education

1. As far as you know, what are the shortcomings of the current situation of network technology in China, especially the status of the reformed education network in the world?

For the science and education network, if the transmission speed of only the backbone network is 2.5G, it has reached the same level as that of developed countries, but its branch connection speed, connection penetration rate, openness and service awareness and level are far from enough. The interconnection rate with other major networks is still low.

2. One of the main application functions of UNESCO is to develop modern distance education. Then, can the reformed UNESCO meet the technical requirements of modern distance education in China, and what guarantee and support will it provide?

This is far from enough. At present, CERNET only has good connectivity between some key universities, and it cannot provide cheap and fast access for ordinary people. However, modern distance education is mainly aimed at ordinary people, not at full-time students at school. The reformed science and education network still needs to do a lot of work in the following aspects: (1) Expand the branch nodes on a large scale. It extends to primary and secondary schools, social institutions, vocational and technical education, adult education and so on. , making it have a broad foundation for interconnection. (2) Vigorously strengthen the interconnection with other networks, so that users of other networks can access the resources of the science and education network conveniently and quickly, and make full use of the popularity of other networks. For the backbone nodes of CERNET, special attention should be paid to the interconnection with the comprehensive bandwidth network of local cities, so as to improve the accessibility of UNESCO network as much as possible. (3) Change the subordinate management organization of the campus network into a public service organization, so that it can truly serve ordinary users and improve the bad rate and utilization rate of the network. Among them, technical support and training services are one of the important responsibilities of the network center. (4) Get more policy support from the government, strive for more free connections for the education network, and reduce the high cost of online learning.

At present, most colleges and universities have established campus networks with advanced technology. Is it the same for a school to study online inside the campus network as it does outside the campus network? Why? What aspects should be paid attention to in the construction of network hardware platform?

The requirements are different. Campus learning can easily meet the requirements of network speed, because it is a local area with high network speed, and the general campus network can meet the requirements. If adjustment is needed, it is only a small-scale matter. As long as there is a strong demand, it will be met quickly. However, the speed bottleneck of off-campus learning is not the campus network, but the interconnection between the campus network and the external network. It requires the school network to have high external connectivity, and it is better to have not only one connectivity path, but also multiple connectivity exits. At present, most schools cannot meet the needs of large-scale distance learning by accessing campus network. In the construction of campus network, in order to meet the requirements of distance education, schools should pay attention to the connection with external networks and set more connection exits, preferably the main optical fiber directly connected to the backbone network.

4. To realize the real-time interaction between distance education and multi-person calling online courseware at the same time, to what extent do the technical conditions of the reformed education network and pilot schools support it?

Real-time video interaction on science and education network, if it can be realized on the backbone network, can not be realized on the branch network. Multi-person concurrent access to network courseware, if it is a web courseware, should be no problem, but if it is a video stream with a large amount of data, more than 60 people concurrent access, there will generally be problems. There may be two problems: one is the bottleneck of server processing, which can be solved by server cluster; First, the problem of network bandwidth can generally be solved by setting more exits or increasing the exit rate. I don't think most of the pilot schools have the ability to implement large-scale online education (10000 or more) in terms of network equipment and network interconnection rate. But at present, the enrollment scale of any school can't be so large. On such a large scale, if there is a strong market demand, there will be financial support, and the support of network technology will not be a problem. If there is enough money, it can be solved by improving the speed of backbone network, improving the performance and grade of network equipment, and clustering servers.

5. According to your personal opinion, what kind of technology model and development approach should be adopted for modern distance education in China in the future?

I don't think it is possible to adopt a single technical form in distance education in China for nearly twenty years. At present, the technologies commonly used in distance education are: TV broadcast, video conference, Internet, VBI, cable TV, satellite digital channel and so on. They have their own advantages and disadvantages. Using these technologies, we can investigate from four aspects: asynchronous/synchronous, interactive/non-interactive, low/expensive, simple/complex. We can see that the Internet has outstanding performance in these four aspects. However, other technologies also have some limitations. Therefore, generally speaking, the main body of technology application should develop to the Internet, that is to say, in the future distance education, the Internet will be the main body of teaching communication, and other technical means will only play a supplementary and auxiliary role, but with the development of Internet technology, the characteristics of other mainstream technologies will be incorporated into the Internet, such as video conferencing systems. As far as China's specific situation is concerned, the Internet should be the main choice for new distance teaching institutions and distance teaching points. I am sure that the development of the scale and speed of the Internet and the development of Internet technology in China will definitely lead (or at least keep pace with) the growth of technology demand of emerging distance education institutions. We must look at it from a developmental perspective, rather than dealing with things with a static thinking. We can also determine the application of technology form from the perspective of cost/benefit ratio. For emerging distance education institutions, choosing the Internet will undoubtedly have the best cost-benefit ratio. But does choosing the Internet mean rejecting other technologies? No, the development of distance education technology is not a substitute relationship, but a subject substitute relationship. At this stage, a variety of application technologies can be adopted, especially for institutions that have adopted traditional technologies to carry out distance education. For example, Central Radio and Television University (CCTV), which has excellent educational TV channel resources, will combine TV with the Internet, which will be the best solution at this stage. It can solve teaching problems with TV and feedback and control problems in the teaching process with the Internet. At present, TV, Internet, VBI, mirror teaching point and other measures will be a realistic combination, while other technologies are too expensive to be used on a large scale.

Second, on the network teaching mode

1. According to your personal understanding, there are several forms of online teaching mode at present. What do you think of each form? What is the more suitable form for developing modern distance education in China?

For a detailed introduction of the online teaching mode, please refer to the attachment 1.

The network teaching mode suitable for modern distance education in China is asynchronous teaching mode. Asynchronous teaching impart knowledge, solve problems and train thinking and problem-solving ability. What needs to be emphasized here is that asynchronous teaching mode not only means that teachers only prepare lecture materials, but also means that teachers must often host learning activities online, guide students to participate in discussions and express their opinions, and realize basic teaching links such as homework, exams and answering questions online.

2. The Ministry of Education has approved several ordinary universities such as Tsinghua University and Hunan University to set up online education colleges to carry out the pilot work of modern distance education. What do you think of the online teaching mode in the pilot schools?

The four pilot colleges all adopt video conference system (Tsinghua adopts satellite transmission), and its teaching form is an extension of traditional classroom teaching, with no substantive interaction (class time is limited, so it is impossible for many people to interact through video conference), which is not essentially different from the existing TV teaching in RTVU. Modern distance education should redefine teachers' teaching activities, take tutoring students' learning activities as the core, and evaluate teachers' work performance accordingly. Redefine students' learning activities, emphasize students' participation in learning, and take it as an important dimension to evaluate students. Redefinition of students' learning activities and teachers' teaching activities. Please refer to Annex 2.

3. According to your understanding, what kind of educational system, teaching plan, curriculum system and examination form are used in online education in pilot universities at present? What do you think of this? And is the teaching plan and curriculum system revised on the original basis, or reconsidered and arranged? Why?

As far as I know, the experimental colleges and universities have basically extended the academic system, teaching plan, curriculum and examination form for students, which I think is not appropriate. This aspect needs to be greatly revised to suit the characteristics of learners participating in distance learning and increase the flexibility of learners. The most important thing is to evaluate students' tonality. I think it is more appropriate for online education to take the form of self-examination, control the key points and key modules, and the final score should be composed of several parts: the participation in learning, the usual exams and homework, and the score of passing the exam. There should be a certain degree of correlation between scores. Homework and exams should focus on open-ended questions.

4. How do you think network teaching can implement the modern educational principle of "student-centered"? What are the differences between online teaching and classroom face-to-face teaching in the process of teaching implementation, and what does online teaching pay more attention to?

Online education has broken the classroom teaching mode of traditional school education, and at the same time, it has broken through the limitation that traditional distance education cannot implement effective communication. It requires the establishment of a brand-new teaching model. This teaching mode requires teachers to change the traditional teaching concept, from imparting knowledge to helping and promoting learning, and from classroom teaching to making online teaching courseware, answering questions online, arranging/correcting homework online, organizing students' autonomous learning activities online and providing learning resources. At the same time, this teaching mode also requires students to change their traditional learning concepts and learning methods, from mainly accepting teachers' lectures to autonomous learning, from classroom-based learning activities to online listening, answering questions after class, discussing, testing exercises, browsing related extracurricular resources, taking notes and a series of autonomous learning activities.

In order to realize this great change in teaching mode and teaching activities, two factors are crucial. First of all, we should change the concept of education, from attaching importance to "teaching" to "learning", from attaching importance to teaching theories such as "behaviorism" and "cognitivism" to attaching importance to learning theories such as "constructivism", and carry out teacher teaching. Secondly, there should be a set of supporting tools that can well support online teaching (learning), so that teachers can easily implement teaching activities in the new mode and students can easily learn online.

Whether it is classroom teaching or network teaching, the fundamental and key to the implementation of "student-centered" lies in the transformation of teaching mode. If online teaching is only the online relocation of traditional classroom teachers' lectures, it is impossible to truly achieve "student-centered". The key to learning-centered teaching is to implement problem-driven learning. Instead of directly expounding the solution to the problem, it puts forward the problem and provides relevant case resources to help solve the problem. Teachers should change their roles and activities in the teaching process. In this respect, constructivist learning theory gives us a lot of inspiration. Many domestic scholars have discussed this theory, but they lack practical support. We need to do a lot of practical work to apply constructivism learning theory to teaching practice. It should also be emphasized that online teaching (learning) mode can be diversified, not a course but a teaching mode, such as simple knowledge content, which can be taught, while for complex knowledge, skill training and thinking training, problem-driven learning mode can be adopted.

The fundamental difference between online learning and classroom teaching lies in the geographical separation between teachers and students, which leads to the transformation of teaching activities and learning activities. Teachers' teaching activities have changed from simple teaching to developing online courseware, answering questions online, organizing online discussions, assigning homework online, correcting homework and so on. Students' learning activities have changed from simple classroom lectures to active, positive and discovery-based online learning. The active participation of students is the key to the success of online learning, and the degree of students' participation in learning is closely related to the activities of lecturers. The lecturer should really host the study online, and don't let the students feel lonely. He should feel the existence of the teacher, get the guidance and help from the teacher, and communicate with the teacher through the network. For teachers, online teaching is not simply about putting the teaching content online, but more about the teaching host and the situation of participating in the work after starting teaching. The key to the success of online teaching lies in teachers' participation in teaching and students' participation in learning.

At present, it is proposed to establish a "virtual campus", such as arranging dormitories and seats for learners. It is understood that learners are not very interested in some social and online activities on campus. What do you think of this? What aspects help learners adapt to the "virtual" environment?

Stimulating learners' interest in online learning is indeed a big problem, and it is also a problem worthy of in-depth study. We should go deep into teaching practice, through investigation, summary and research, find the rules and formulate countermeasures, hoping that more front-line teaching teachers will do some research work in this field. But there are two kinds of incentive mechanisms that are obviously effective. One is the evaluation of learning, the other is the close contact between teachers and students. For learning evaluation, it is absolutely impossible to simply take the last exam score as the only evaluation, but to record some basic information of learners' participation in learning, and take this information as the basic basis for evaluation, such as the time of students' online learning, the number of homework submitted, the number of articles published during discussion, the quantity and quality of learning resources provided, and so on. For the relationship between teachers and students, teachers are required to have a strong sense of responsibility, and at the same time, they should change their teaching concepts and really implement teaching counseling on the Internet. The quality of teachers' teaching work can also be evaluated by some basic data recorded online, and relevant teaching data can also be obtained by sending questionnaires to students online.

It is absolutely necessary for learners to create a learning environment that gives them a sense of accomplishment and belonging.

6. Under the network teaching mode, how do you think to solve the problem of practice teaching? In addition, some people think that distance teaching, including online teaching, is mainly knowledge content, and quality education and training are always not in place. What do you think of this problem? How to implement quality education and training in network education?

The practical link of network teaching is its biggest limitation. There are only two solutions. One is the combination of face-to-face teaching and online teaching. For some teaching contents that really need the support of practical teaching adjustment and precision and expensive instruments, it is necessary to adopt the way of face-to-face teaching in school. But for some common practical content, such as writing programs and doing social research, it can be organized and implemented on the Internet. Another solution is to realize virtual experiment through software simulation. At present, it will take some time for the frontier research topic of virtual experimental education technology to be practical.

Network teaching is definitely not just knowledge content, it provides more means and space for implementing quality education than classroom teaching. The problem-driven teaching model can effectively cultivate students' problem-solving ability, independent thinking ability and independent thinking ability. Group cooperative learning can realize interpersonal communication and cultivate people's emotional intelligence and interpersonal communication ability. Whether quality education can be implemented online depends on teachers' teaching modes and methods. If classroom teaching is moved to the internet, there will be no quality education, but if innovative teaching mode can be implemented on the internet, the cultivation of innovative teaching ability can be realized.

Annex 3 introduces three online learning modes and their supporting tools.

Thirdly, the management mechanism of online education.

1. What aspects should the government focus on in the macro-management of online education?

2. Online education involves a wide range and many departments need coordination. How do you think school-running units should coordinate and manage as a whole?

3. According to your personal opinion, what is the teaching and educational administration mechanism of online education? What aspects should be strengthened in the management of school-running units?

Regarding the management mechanism of online education, I think we should emphasize the flexibility of academic system and credits, and emphasize that we should evaluate it according to the information of teachers' teaching process and students' learning process, and we can't make a one-time evaluation with simple results.

4. In the process of online teaching, how to build a management system and a quality monitoring system combining the state and the school-running units?

Four, about the construction of online resources

1. Please briefly introduce the current progress of network resources construction. What are the problems in the construction of online resources?

2. What is the focus of online resource construction?

3. What design ideas and principles should be followed in the development of network teaching platform and teaching courseware?

The basic starting point of the design of online teaching support system lies in: We believe that online teaching is not only the release of teaching materials on the Internet, but also the full communication and exchange between students and teachers, which is particularly important because of the space separation between teachers and students in distance teaching. In addition, some key links to ensure the teaching quality in the traditional teaching process, such as homework, exams, libraries, notes, etc., should be available on the Internet. All communication and key teaching links need some special tools to support them, but the existing internet technology does not provide these tools, so it is necessary to develop tools. In addition, online interactive programming is more difficult for non-computer teachers. Therefore, it is necessary to develop a set of online teaching support platform to provide teachers with comprehensive online teaching tool support, which shields the complexity of programming, enables teachers to concentrate on teaching, and also makes online teaching change from simple teaching information release to a virtual learning community full of interaction and communication. System design should follow the following basic ideas:

1. Integrated management

Network teaching support system should be closely integrated with teaching content, and integrated management should be implemented, rather than fragmented. At present, there are some ready-made tools on the Internet, such as e-mail, WEB, newsgroups and so on. , has certain teaching functions, and some universities have also developed some teaching AIDS, such as user registration system, discussion groups, chat rooms and so on. However, these tools are separated from the teaching content and are relatively independent systems, which do not support the tightness of teaching enough. Like some systems, if you want to learn several courses, you need to log in several times and use it well. Integrated management is to make the teaching support system truly meet the requirements of teaching, and all kinds of activities in the process of teaching (learning) can be completed in a unified system without switching back and forth between several systems, thus reducing the complexity of operation and the difficulty of learning.

2. Completely open

Distance teaching involves a wide range of industries, a large number of learners, and the form requirements of teaching content are complex, which requires the system to be completely open and can accommodate various forms of online teaching content, not only supporting the teaching content developed by some special tools, but also supporting some file formats. This system will adopt an open file storage format, and support all course contents and file formats (including files requiring plug-ins) that can be run on the Internet. There is no restriction on the course development tool, and only the course content developed by this tool can run on the Internet.

3. Simplify the complexity of interactive teaching design

In our view, online teaching is not only to publish the teaching content online, but also to fully communicate and interact between teachers and students, students and teachers, thus breaking the traditional classroom teaching mode. Because of the separation of teachers and students in physical space, the interaction between teachers and students is more important. It can be said that the breadth and depth of this interaction is the key factor to determine the quality of online teaching. Network teaching includes some basic teaching links: publishing teaching contents, homework, answering questions, examination, discussion (synchronous/asynchronous), taking notes, etc. However, the existing internet tools can't support these activities well, and teachers need to design complex interactive programs, which is impossible for most teachers. Teaching support platform is to solve the support problem of these interactive tools, so that teachers can easily get good interactive support without spending a lot of energy to develop programs, so that they can concentrate on teaching content and teaching activities. The primary function of teaching support platform is to reduce the technical difficulty of implementing online teaching, provide convenient and practical teaching tools and simplify the complexity of interactive teaching design.

4. Support a variety of teaching strategies

Network teaching has completely broken the traditional classroom teaching mode and changed the relationship between teachers and students in traditional teaching. Teachers have changed from imparting knowledge and teaching organizers to helping and guiding students, and learners have become the main body of the learning process. In addition, the geographical separation between teachers and students has formed a brand-new teacher-student relationship. Under this new relationship, a considerable number of teaching strategies adopted in the traditional teaching process are no longer applicable. Online teaching is a new teaching method. In the new teaching environment, we can't completely follow the traditional teaching methods, but need to introduce new ideas and new teaching methods. The teaching support platform must be able to fully embody these new ideas and methods, and must be able to support new teaching strategies suitable for online learning environment, such as inquiry learning, collaborative learning, role-playing learning and debate learning, and provide practical tools for implementing these teaching strategies.

4. What kind of operating mechanism do you think should be adopted in the construction of network resources? In the development of specific projects, how do you think we can make overall planning and fully mobilize enthusiasm?

5. What do you think should be done to really enjoy online resources?

In addition, in the above four aspects, which one or other aspects are you personally interested in and have ideas, please talk about your views and opinions in depth on this basis. If you think there are still some important issues that need to be included in this scope, and some issues are not properly expressed, please act according to your wishes.