Abstract：with regards the interactive teaching as a complete system, the paper tends to investigate the application of the hierarchical and interactive teaching mode for the management information system course under the multimedia environment from two aspects-interpersonal interaction and knowledge interaction between individuals.

Keywords：Management Information System；Multi-media；interactive teaching；teaching mode

I.  INTRODUCTION

Modern information technology, represented by networking, digitization, multimedia and intelligence, has been profoundly and increasingly changing the people’s life, study and work, and influencing the content, means and methods of education [1]. Besides, teaching by multimedia could be vivid and lively with striking expressiveness and powerful interaction. But good teaching methods do not mean good teaching effects, if the teachers could not use the multimedia properly according to the teaching content and the knowledge of the students.

Management information system is a new interdisciplinary subject dealing with computer technology, data communication technology and management science. With the development of information technology and management operation, the content of the management information system course has been updating, such as how to make use of the multimedia to enhance the teaching interaction during the course.

II. ABOUT THE INTRACTIVE TEACHING UNDER THE MULTIMEDIA ENVIROMENT

A. THE MULTIMEDIA ENVIRONMENT

The multimedia environment refers to how to make use of the words, pictures, sound, images and animation to create a vivid, lively and interesting atmosphere for the class, based on computer and network technologies.

B. The connotation and orientation of interactive teaching

With the application of computer and network technologies, the constructivism begins to show great vitality. David Paul Ausubel, the famous American educational psychologist, thought the nature of study is the interaction between new knowledge and the learners’ cognitive structure, and J. F. Herbart, the German educationalist, thinks that the learners have to combine the new knowledge and the cognition, if they want to learn and understand something [2].

In this paper, the interaction of knowledge between the students and teachers will be one of the main factors which affect the teaching effects. And the interaction in this paper refers to the process of exchanging the thoughts and passing information among individuals, which is a combined system of static and dynamic factors, including the participants, context, procedures and results [3]. Meanwhile, the teaching interaction means the interactive process in which teachers and students motivate, enrich and enhance the knowledge of each other by interactive influence to promote the teaching effects [4].

III. THE APPLICATION OF HIERARCHICAL AND INTERACTIVE TEACHING MODE FOR MANAGEMENT INFORMATION SYSTEM COURSE

Hierarchical layout is based on the hierarchical structure which is common measure for the designer to simplify the complex system. Take the computer network as an example. People divide the whole network system into several layers, each of which has own functions and does not affect others. By this way, people could connect the dissimilar computer with the network as Figure 1 shows.

 

Figure1. Network Stratified Structure Mode

By the analysis on the connotation of interaction and learning process, we can generally classify the interaction of management information system during the class into interpersonal interaction and individual knowledge interaction. Interpersonal interaction mainly refers to the interaction between teachers, between teachers and students, and between students and students, while the interaction between individual knowledge emphasizes on the individual knowledge interaction between teachers and students.

 

Figure2. Cross Layer Structure of Interactive Teaching

A. Interpersonnal interaction

1) Between teachers：in the interactive teaching process, teachers are different from each other in knowledge, intelligence, mode of thinking, cognition and teaching experience. And each teacher would have different way to choose the teaching content, teaching methods and designs for the same course. These differences can help teachers to motivate and complement each other’s knowledge. The interaction between teachers mainly reflects in cooperative preparation of lessons and mutual attendance and assessment of lectures.

Cooperative preparation of lessons is to break the traditional teaching pattern-one person, one course-in the hope of enriching the teaching resources, which is the basic form of the cooperation among teachers. By the study on teaching programs and materials and the design of teaching methods and operation courses, cooperative preparation of lessons provides a channel for teachers to exchange information, broaden views and promote the professional competence.

In our college, the management information system course is taught by more than one teacher. Therefore, the teaching program is made by discussions of them and also the course is prepared cooperatively by them. By this way, they could solve the problems during the class easily and enhance their teaching competence.

2) Between teachers and students: the interaction between teachers and students is the basic and common form during the class. It is in the process of teaching and learning between teachers and students, in which teachers try to lead and stimulate the students’ knowledge, and students are influenced by teachers to think, judge and choose the new things. To carry out the interaction, teachers should pay attention to two stages: during the teaching and after the teaching [5]. 

First, teachers should pay attention to the interaction during the teaching. Teachers should try to cultivate the initiative of students to take part in class, guide them to think about things, and encourage them to study. For traditional teaching, the interaction between teachers and students reflects only in questioning and individual discussion. But for the management information system course, the means should diversify.

a) Teachers should try to give out more examples which are related closely to the students’ daily life, such as the MIS of the library, the educational administration system, MIS of individual information, MIS of fees, etc, which could make the students be aware of the importance of MIS in their life and take part in the study willingly.

b) Teachers should pay attention to the practices. Only the teachers explained the theories with the practices, students could master the new knowledge quickly and like to study.

c) Teachers should design the whole teaching procedures carefully. Teachers could lay out the foundation for interaction by giving out learning targets of the next class, for the students could think, question and hope to know more by previewing. For instance, teachers could introduce the information about the system analyst in software companies before demonstrating the system analysis on MIS. By this way, teachers could clear up students’ understandings abut the system analysis and correct their misunderstandings.

Meanwhile, teachers and students could study and do research together to make the students feel they are the participants of study.

Secondly, teachers should pay attention to the interaction after the teaching. Management information system is a subject emphasized on the operation. Therefore, teachers could introduce and illustrate the theories during the class, and the students have to practice after class. For example, teachers could ask the students to plan the educational administration system of college, purchasing system of the stores, and the ATM system of the banks to analyze the work flow and data flow. Most of time, students would meet a lot of problems. if teachers pay attention to the interaction after class and give out useful information to the students, such as the relevant website and information bank, by the means of blog, e-mail, bbs, MSN, or QQ.

3) Between students: management information system course covers substantial knowledge. So during the teaching, students are usually grouped. By this way, students could share knowledge and cooperate with each other. Besides, grouping could give more chances for students to take part in class, which enhances the students’ competence in the application of knowledge and strengthen their social adaptiveness.

B. Individual knowlede interaction

The teaching process consists of teaching and learning. M. C. Wittrock, the psychologist, thought that during the learning, brains do not learn and record the information from outside passively, but construct the explanation of information by selecting and judging for a long time actively. The learning process is also one for the individual knowledge interaction. Thus, while analyzing the interpersonal interaction in the teaching, we should turn our focus on the learning process and take the individual knowledge interaction into consideration.[6]

IV.THE PLAN OF THE TECHNICAL SUPPORT FOR THE INTERACTIVE TEACHING OF MANAGEMENT INFORMATION SYSTEM COURSE UNDER THE MULTIMEDIA ENVIRONMENT

To promote the efficiency of interactive teaching and get better teaching effects, the technical support for the management information system under the multimedia environment are mainly IT technology, teaching materials, students and teachers. The support could be classified into three levels: basic resources, integrated units and courseware/ the basic resources include the contexts, images, flashes, audio library, visual library, figures and pictures of the course. Integrated units include the teaching unit, case unit, test paper unit, question unit, term unit, reference, websites, and soft wares. Courseware refers to the visual coursewares, electronic texts, electronic book, CD, and web-based coursewares.

According to the classification, teachers should try to file and document the information into the resource library to meet the needs of teaching. By this way, students could get new knowledge quickly. The environment supported by the techniques should be open, interactive, cooperative and sharing. The teaching content will not be restricted in one courseware, but a group of coursewares and softwares for teaching and learning. Teachers could make changes according to the students’ feedback, which could release the creativeness of students to the maximum limit and participate in the whole interactive process [7].

V. CONCLUSION

The hierarchical and interactive teaching mode do not only rests on layering of interactive teaching. Its aim, actually, is to strengthen the links of the layers to optimize the whole teaching system. Meanwhile, the two kinds of interaction of interactive teaching are not separate entities, but form a community in which they influence each other and cooperate cyclically.

 As the teaching practices show, the interactive teaching by multimedia has brought out a great change to the teaching management of colleges. So we should try to improve the teaching environment, elevate the teaching quality, realize the sharing of hard and soft resources and put together teaching resources to promote the teaching and management.

References

Li Huimin, “Research on the Application of the interactive Teaching mode of college English Based on multimedia technology”, Chifeng university journal, 2008, (8), pp.115-117.

Pi Liansheng, “The psychology of learning and teaching”, East China normal university press, 1997.

Wang Yaoyan, “Talk about the halo effect between the process of interaction”, Henan normal university journal, 1999, (1),pp.32-35.

Zhang Wu, “Discussion and Design of the interactive teaching mode in the teaching of Multimedia logistics”, Health professional education, 2007, (8), pp.61-62.

Zhong Qiquan, “Dialogue and text: teaching standard transformation” , teaching research, 2001, (12),pp.33-39 .

Wang Li, Zhang Jingsheng, Gao Guoyuan, Xu Enqin, “Discusses the interactive teaching mode of multimedia classroom”, Audio-visual education research, 2009,(9), pp.91-93.

Liu Lu, “Research on Interactive teaching mode of  multimedia classroom”, Teaching and management, 2009, (5),PP.124-125.

本文发表在2013年第9月《Advanced Materials Research》杂志；

   作者简介：

   李震（1980-），男，汉族，重庆市人，荷兰vs厄瓜多尔比赛直播 讲师。

   李艳（1982-)，女，汉族，四川成都人，荷兰vs厄瓜多尔比赛直播 讲师