R. N. XING
Copyright © 2013 SciRes. CN
colleges and universities [1]. As the project practice of
education technology, this practical course based on an
appropriate experimental teaching platform, and it will
help teachers and students interact better, conducive to
the students’ self-regulated learning, and then master
relevant skills.
3.1. Process Design of Experiment Teaching
In the experiment teaching, preview before class and sum-
mary after class directly affect the effect of the experi-
ment as well as the students master the knowledge and
skills. The majority of students learning initiative are poor,
however, there are a lot of students don’t prepare ahead
of time, can’t achieve the desired effect. Preview the re-
port was found that many are copying each other, if, check
them one by one for each and number is many, set of
experiments on time does not allow.
It can not only realize students prepare inspection, but
improve the working efficiency Combined with the net-
work teaching platform. Meanwhile it can solve some
problems of traditional experiment teaching, for example
teachers can only guide most of the students, and can’t
take care of poor students’ learning basis for the sake of
time and space. It is difficult to treat all students one-on-
one tutoring alone communication problem [2].
In view of the above situation, the whole experiment
link for extension in time and place, the real experimental
environment and the network teaching platform to com-
plement each other, promote each other, the whole expe-
riment is divided into three stages.
1) Before the experiment stage: The learning guide is
accomplished mainly in the network teaching platform.
With specific tasks as the theme, teachers release relevant
experiment content and learning resources in the network
teaching platform course management and resource mod-
ule to, and to design the experiment before the test is
used to monitor the preparation of the students; Students
login before class network teaching platform for teacher
to arrange the exp erimental task, learn ing related to teach-
ing resources, design experimental procedure, understand
the matters needing attention, and accept online tests at
last, through testing the students practice ability is quali-
fied in the experiment.
2) The experimental stage: It was conducted in lab, first
of all, the teacher through the network teaching platform
to test results to determine the experiment’s list, lead the
whole experiment process, supervise students complete
experiment, timely feedback to the student reviews; On
the experiment class, students complete the experiment,
and then fill in test report and record experimental
process.
3) After the experiment stage: On network teaching
platform, the teacher use Moodle statistical analysis of
the students’ preview and test situation after class, com-
prehensive given to student’s evaluation, reconsiders one-
self in the teaching problems, also can through the net-
work platform for further communicate with students,
answer questions; Students can through the network teach-
ing platform at any time chat, have BBS module group
discussions on the problems in the experiment.
3.2. Main Module of Experimental Teaching
Platform
Combining with the experimental process of the above
mentioned, experiment teaching based on Moodle plat-
form mainly includes the following functional modules.
1) Experiment task management: Using Moodle plat-
form of curriculum management, resource management
system with task as the theme, released subtasks imple-
mentation experiment, experiment content, experiment
purpose, learning materials (documents, pictures, video,
etc.) sharing, etc. It can configurate activities flexibly
during the course management, BBS, test, resources, pro-
ject discussion, questionnaire survey, homework, Students
self-study could be easily before class and can be easily
exchanged and discussed after class. Mor eo ver , students
participate in the adjustment of experiment contents, expe-
riment teaching closer to the actual content more actively
through voting and the questionnaire survey.
2) Self-regulated learning, test and summary: Provid-
ing a preview and test preparation resources for some
students of learning initiative poorly, preparing and check-
ing problem difficultly. At the same time, using the Moodle
platform of automatic test system to evaluate students’
preview and experiment preparation before the experi-
ment. Only the students passed the test can enter the la-
boratory and complete the test, or they must be review
until passing the test to obtain the status of the experi-
ment. Students can use the BBS or panel discussion and
other activities to discuss and summary the common prob-
lems in the experiment and summary, which help students
to master relevant knowledge and skills better.
3) Process-based assessment in stages: We can eva-
luate students combined quantitative evaluation with qua-
litative evaluation. Experiment process in stages consists
of three aspects: Pr epare readiness before exp eriment, Ex-
perimental operation process and Experimental summary.
Teachers can design good test to quantitative evaluate
student’s Prepare readiness before experiment. The teacher
gives a qualitative evaluation on the student in the process
of experiments, and then feedback to students at the same
time, students can conduct mutually the experimental sum-
mary stage [3]. The Moodle test and evaluation system
can help teachers realize automatic quantitatively evalua-
tion. This reduces the teacher’s work strength, and makes
the evaluation more realistic.