022 is the 31st year of Chen Jiang entering Peking University and the 21st year of his coaching career. In this year, " China Teachers' Newspaper " awarded the honor of "future teacher" to Chen Jiang, and paid tribute to him that he always dared to be the first in the education informatization wave - in 2013, it was defined as the "first year of China's MOOC", Peking University opened the first batch of MOOC , including one of his courses; in 2018, he opened an introduction to electronic games at Peking University and became an "Internet celebrity professor"; in 2020, the epidemic broke out, and taking online classes became the only choice for "stop classes but not learning", and his classes were called "textbook-level" online classes by mainstream media such as China News Service . Chen Jiang believes that online teaching is not only a temporary measure in emergencies, but also represents the general trend of future teaching development. Chen Jiang is thinking about his response to how to temper the irreplaceable real skills of teachers and form core competitiveness in the ever-changing era of technology.
"Future Teacher": Peking University Chen Jiang
Text | Gu Sicheng
From an ignorant student who just entered Yanyuan to a professor at School of Information Science and Technology; from a novice teacher who had just started to be on the podium and had a blank mind to a lecturer of the "textbook-level" online course, when we lament that time can change a person so profoundly, we can also find some qualities in Chen Jiang that have never been worn by time, such as self-stimulation that is enjoyable and Qin Sijing who is deep in still water.
"China Teachers' Daily" 2022 Teachers' Day Column "Future Teachers"
Weighing:
Between scientific research and teaching
"The work of college teachers is like holding up a pair of barbells. The left end is teaching teaching and teaching, and the right end is scientific research and academic attainments, and the load on each person's left and right ends is different." Chen Jiang used this metaphor to summarize his understanding of the responsibilities of college teachers, and also made his choice through years of adaptation, adjustment and trade-offs.
College teachers seem to find it difficult to get out of the balance between scientific research and teaching. Being in a university working environment urges them to be academically accomplished, and the responsibilities of teachers require them to devote their energy to the teaching process. Chen Jiang's "alternative" is that after 21 years of teaching, he transformed from a front-line teacher who spent 80% of his working hours into a pure teacher.
Since the final scientific research project was completed in 2017, Chen Jiang has devoted himself to teaching. Currently, Chen Jiang has one of the few connections with scientific research, and is providing advice for his peers as a facilitator, or serving as an appraiser at a project seminar for teachers in colleges. This is more or less contrary to the preconditions of his stay in school to teach. At that time, Chen Jiang planned his career : spend two or three years first, and at most five or six years to teach two courses well. Once teaching becomes easy, immediately shift the focus of your work to the scientific research field.
originally planned to make a name for itself in its research expertise and achieve forward-looking breakthroughs. After staying at school for four or five years, Chen Jiang gradually invested more and more energy in teaching for various reasons. 216 In 2, he set a record high for teaching twelve courses at the same time.
The pace of preparing lessons is constantly moving, and the polishing and optimization of courses will never have an end point . Chen Jiang found that teaching is by no means a one-time process. years of teaching experience and impeccable outline design are not enough to let him go completely about the lesson preparation process. On the one hand, the courses of the Academy of Information Sciences pay more attention to timeliness. Software is replacing and technology is developing, and teaching content must be updated and adjusted accordingly. More importantly, Chen Jiang's self-driven has an extremely stable source - the amazing students' first entry into the classroom and the satisfaction of gaining a lot of practical information after class.
"
"I never want such a thing to happen. The students who chose my class after listening to the recommendation of their senior brothers and sisters will eventually return disappointed. "
"
Chen Jiang pays great attention to students' classroom experience and the actual results of teaching. As his students said, "In professional courses, Teacher Chen often prepares detailed ppts to let us understand the knowledge we should master and arouse everyone's interest in a vivid and humorous way." "Teacher Chen's class is very fun, the lecture language is humorous, the logic is clear, timely examples and analogies are endless, and the explanation of knowledge points is from shallow to deep, which makes people impressed." "It is no exaggeration to say that he is one of the most serious and best-effect teachers in the entire college."
During the interview, the students' kindness and kindness were repeatedly mentioned by Chen Jiang. Faced with a group of intelligent and spiritual students, the comfort and self-sufficiency he gained through teaching and learning is self-evident. "I stayed in school in 2002. At first, I doubted whether I was suitable for teaching. I taught very seriously. In the first two years, the students' evaluation was that the teacher was very enthusiastic and passionate; in two years, the students said that the teacher's PPT was really good; later, the students' comments were that the teacher's class could be so good." The students' affirmation brought great encouragement to him and also allowed him to see the rewards of his lasting efforts in teaching. There is nothing more to the virtuous cycle between teachers and students. "Peking University is very tolerant of teachers. If you like to teach, you will teach, and if you like to do scientific research, you will do scientific research." It is inevitable that will fade out of the scientific research track, but the classroom is already a world where Chen Jiang can show his wings. What exactly was the opportunity for him to choose the world of teaching? Time points to this moment - on the way back home at the age of twenty, there are sleepy passengers around. Chen Jiang looked out the window in a daze and thought about his future. said "Growing up and becoming a scientist" thousands of times, and slowly changed it to "It seems that it is good to be able to teach a bunch of scientists." Suddenly, the idea of teaching as a career emerged in my mind, like a beam of light that has seen through the dark carriage and the vast unknown way forward.
Interactive industry figures at the first Beijing Service Trade Festival in 2020, the first on the left is Chen Jiang
Interaction Conference:
"PPT Great Master " Pre-class history of online courses
2
Chen Jiang checked the numbers on Weiming BBS. The registration time was September 2000, and the site was 41,000 times, and 72,000 posts were posted. The total online time was 8,300 hours. For about ten years, I have been online for more than two hours a day on average. "According to the course I am now teaching, I have actually become addicted to soft addiction." As for "Didai Tie" - Chen Jiang's more than 70,000 BBS posts, a considerable number of them have the following characteristics: the text is refined, the line is not changed, and each line expresses a complete meaning, content, and no water. "I don't know if it's because of the excessive PPT that affects BBS posting or BBS posting that affects PPT," Chen Jiang said with a smile.
Chen Jiang’s account information on Weiming BBS. 2022
As a teacher of the Information Science Department, Chen Jiang basically completed all the work in front of the computer, and leisure entertainment is also inseparable from the Internet. The labels that make Peking University students smile knowingly are the marks left by his long-term stay at BBS. Weiming BBS is a window for Chen Jiang to understand the way of thinking and campus life of contemporary college students. "Didai" - Chen Jiang's writing format used to express his own opinions, give advice and inspire words is relatively long, with no more than 55 characters per line, with obvious segments and a large number of ellipsis . Usually, a complete meaning expression is condensed into one line of characters, and many characteristics coincide with his PPT style.
全娱乐网 When talking about the teaching courseware in Chen Jiang, all of them highly appreciated it in "extremely praise", "must collect", and "overly practical". The name of "PPT master" has spread like wildfire. In fact, Chen Jiang's PPT cultivation history cannot be smooth sailing. The setbacks and losses he suffered during even made him feel scared.
Chen Jiang was exposed to PPT technology much earlier than his peers. In 1994, when his classmates were still considering which one was better, WPS or WORD, his part-time experience in IBM had opened the door to a new world for him and became one of the first people on campus to master PPT technology. It would be an exaggeration to say that Chen Jiang had no trouble in his heart.He admitted that although he only had some advantages in the technical level, he actually made him feel proud. "It's like someone else is still standing on a plain, and I have arrived at a small hill." While radiating this technology to people around me, Chen Jiang also invested more reflection and improvement in his personal PPT practice.
"The Road to Promotion in Making PPT Courseware", Chen Jiang
In 2002, Chen Jiang officially stayed at school to teach. With the PPT protector, Qingjiao's life, which was "feared as soon as he went to the podium", was not as difficult as he imagined. "With the support of PPT, even if I faced the audience's brains in the first year of teaching, I could still bit the bullet and teach the class." The advantage of leading other teachers in PPT production made up for his unfamiliarity when he first came to the podium. When Chen Jiang thought everything was getting better, he suddenly encountered a teaching accident.
Fifteen or sixteen years ago, Chen Jiang, who worked hard all night to prepare lessons, walked into the stairs classroom, turned on the computer but found that the device could not be connected no matter what. In desperation, he could only complete the two-hour course with the help of writing on the blackboard. After class, two students in the back row made him a request: "Teacher Chen, would you still use the blackboard to teach in the future?" At that moment, Chen Jiang's mood fell to the bottom. The unique skill he was proud of was instantly eliminated.
technology should be a helping, not a shackle, of teaching. After experiencing a brief myth, Chen Jiang tried to think from the perspective of others and find out the troubles and discomforts that the switching of teaching forms from blackboard to multimedia may bring to students. PPT page turn is an obvious problem.
"
"I believe most students have experienced the scene where the teacher has turned the page before they have finished recording the notes on the previous page of the courseware. If the teacher fails to control the interruption points between the PPT page and the page, students will have to endure emotional frustration and weakness. "
"
Faced with this problem, Chen Jiang tried to change the courseware to a mode of updating half-page content every time. This approach takes a lot of effort, but the effect is not the best. After trying several methods, Chen Jiang found the best solution - sending PPT printouts to the students before class, which not only saves time to take notes, but also greatly alleviates the students' dilemma when turning PPT pages. "In fact, letting students directly mark on PPT can help them strengthen their memory through hands-on." During the implementation process, he also continuously optimized the details, such as the printed version and class using two slightly different versions, spreading the overlapping and obstructing pictures and texts side by side. In the past two years, as more and more students have become accustomed to taking notes using tablets, Chen Jiang will send another "colorless version" PDF file to the WeChat course group before class.
On the student side, Chen Jiang's initial inconspicuous "little trick" actually received miraculous effects - every time he finished talking about a PPT page, he briefly summarized the content of this page before turning the page, and then connected the relationship between the next page PPT and this page, and then turned the page with the remote control. For example, "We have understood the various advantages of this thing, so in order to gain a more comprehensive understanding, we will also talk about its (remote control page turn)...disadvantages." At this time, the screen page changes, and the title "XXXX's Disadvantages" appears in response. After being proficient, Chen Jiang used this "little trick" to line-by-line lines on the PPT page. The response of students was immediate. At the end of the semester, the course evaluations of , "The teacher's lecture was completed in one go", "super smooth" and other . In just two or three years, the course evaluation has risen directly from the upper middle to the previous stage. Many years later, when he collected information in the "Psychology of Game Players" chapter of the new course "General Theory of Electronic Games", he suddenly had a enlightened understanding - game developers would consider how to build a psychological resonance of players in the game plot, and in class, teachers should also use motivation, comfort, and consolidation mechanisms to strengthen the listener's memory and deepen their understanding, which is the same as the principle of designing games.
Chen Jiang gave a lecture at Peking University "Game·Life·Future". After 2021
019, Chen Jiang served as a training expert at the Teacher Teaching Development Center. The special identity of "Teacher's Teacher" has been further highlighted. He is indispensable in the training lectures of young teachers every year. The topic is not limited to the production of courseware, but also includes the use of multimedia technology and interaction in the classroom. The topic of this type of lecture focuses on "Quality and Efficiency of Courseware" - The importance of quality of is self-evident. Beauty is only the lowest level standard, and the essential requirement is the presentation of a global perspective and logic. Efficiency means that under the hard constraints of time, the preparation of courses can be carried out in a more efficient way. Chen Jiang was at the Peking University teacher teaching and training site. In 2019
Chen Jiang is not a technical determinist, but he is particularly sure - whether the class is good or not, technology is a key factor. "There are countless paths to the mountainside, but there are obviously few choices left for the top-up. If a teacher only wants to achieve a passing teaching effect, he only needs to choose one place in terms of thinking, content, eloquence, technology, etc. But to achieve wonderful course results, technology may be one of the factors that must be improved." When college teachers face pressures such as scientific research volume, performance, and promotion of professional titles, the energy used for teaching will inevitably be affected. Chen Jiang hopes to do what he can to help teachers adapt to the rules with a lower trial and error rate.
Exploring the Way:
Riding the Wind and Waves in Live Class
3
In addition to serving as an training expert at the training center of Peking University Teachers Teaching Development Center and a member of the China Communications Theory and Signal Processing Committee, Chen Jiang is also the first batch of national online " Golden Course " in charge. He was one of the first experts to carry out online and offline hybrid teaching exploration and is a well-deserved pioneer in online education reform. Talking about the online live classes that have been in full swing in recent years, Chen Jiang admitted that this emerging teaching model has indeed brought considerable challenges and competitive pressure to teachers. At the same time, he also knows that the express train of technological innovation will not slow down. How to adapt to the trend and form your own core competitiveness is a question that every teacher must think about.
The green screen of Chen Jiang’s office (Part 1) and the live screenshot of the live lecture of Peking University Research Association (Part 2). In 2021,
In his 21-year teaching career, Chen Jiang has experienced six waves of teaching reform: TV University, multimedia CD, PPT, national quality courses, MOOCs and current online live broadcasts. "Teachers who care about their careers cannot be indifferent to this and cannot feel the slightest crisis and worry." The teacher's sense of crisis and anxiety reached its peak when MOOCs were prevalent. In fact, the real challenge did not come at that time. "Before the invention of online live broadcast, there was no teaching technology that poses an absolute threat to teachers on campus."
Although most teachers have complaints about online teaching, in Chen Jiang's view, online live classes have one of the most obvious advantages: teachers can make complex scene settings during live broadcasts, thereby achieving interactive effects that cannot be achieved in offline teaching. "chat room" is an excellent example.
Before feeling the beauty of the chat room, Chen Jiang always thought that voting and multiple-choice questions were the best interactive tools for live teaching. But he soon realized that the frequent pop-ups brought by such tools can easily distract students, and chat rooms can perfectly avoid such flaws. "The chat room is not that serious, but typing in the chat room and watching others typing can form a strong stickiness for live classes." On the one hand, students behind the screen can condense their thoughts and questions carefully, and do not have to worry about speaking interfering with classroom order and interrupting teachers' teaching. On the other hand, teachers can screen students’ questions and prioritize these questions. Only when both teachers and students do not worry about the interruption caused by speech to the teaching order can classroom interaction truly achieve positive feedback and form a virtuous cycle.
In Chen Jiang's basic judgment, online live broadcast is not only a choice in "defying" but may also indicate the future development direction of universities. He keenly felt that live teaching is constantly shaking the walls of on the campus. Or, the campus walls are no longer enough to resist the increasingly fierce teaching competition. When all teachers are placed on the same track for competition, the lecturers of quality courses stand out. "Competition will essentially improve teaching quality. Isn't this the purpose of college reform at the moment?"
rides the wind and waves in teaching reform, Chen Jiang is undoubtedly full of confidence.
Chen Jiang used green screen keying and demonstrated the live stage effect of virtual characters in ClassIn live lectures. 2020
Source: Peking University Integrated Media Center
Reference materials: "China Teachers' Daily" official account
Text: Gu Sicheng
Picture: Respondent provided
Typesetting: Liu Hanye
Interview | Editor | Editor: Guo Yasong
Big news! Peking University Annual Honorary Lecture
Peking University Facilities are completed!
Peking University students made this, and the "big guys" couldn't sit still...
Original from Peking University, copyright
If you need to reprint, please contact
Looking forward to submissions. Welcome to cooperate
Email: [email protected]
Salute to "future teacher"
6
