A Study of Interactive Video Resource Teaching Model in Universities

The article introduces the essence of interactive teaching which is to promote students’ self-directed learning, inquiry-based learning and collaborative learning to fully exert learning subjectivity. Then it clarifies the mode of interactive video teaching used in university education between individuals and between individuals and devices, mainly composed of interactive devices, interactive subjects and interactive behaviors. Next it analyzes the mode of interactive video teaching, which consists of interactive devices, interactive subjects, interactive behaviors, etc. The application of interactive videos resources is studied in creating teaching scenarios, effectively exploring teaching, innovating teaching modes, changing evaluation methods, and storing dynamic resources. Further it analyzes the curriculum system and evaluation system, software and hardware facilities, and teaching supervision so as to provide corresponding inspiration for teacher teaching and school management. Based on the above research and problems discovered during the review process, the article provides some opinions and suggestions from several aspects such as educators, teaching managers, software and hardware equipments. First, in terms of instructional design, educators can make more use of the characteristics of interactive video teaching to meet the learning needs of students with different learning styles. Second, in terms of teaching process, teachers can use the generative function of interactive video teaching to create a relaxed and enjoyable learning atmosphere. Third, in terms of teaching strategies, teachers should combine teaching content to formulate corresponding learning goals and continuously improve educational and teaching strategies. Fourth, in terms of post-class testing, teachers will utilize the storage function of the interactive video resource library to enable learners to review the learned content after class and effectively expand students’ different learning needs. Fifth, universities will regularly conduct training in interactive video teaching to enhance the literacy and ability of teachers and learners in using interactive videos. At last, universities will establish interactive video teaching and research teams to conduct experimental teaching.