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Robert Gagne's nine events of instructions boost cognitive learning that chiefly involves the participation of the learner at all events. Gagne's events of instructions, I believe, are crucial to every lesson to make sure that learning has happened. In any standard classroom setting, these events can be followed fairly.

1- Starting your lesson with a starter to hook the attention of the learners - Stimuli
2- Sharing the learning goal or objective, the learner must know what they will learn in this particular lesson. Usually, these objectives are derived from bloom's taxonomy.
3- Pre-requisite - this is the part where the teacher must recall the learning or check the learner's background knowledge about a particular subject.
4- Presentation of the lesson; the teacher presents the lesson and assigns differentiated tasks to students divided into groups based on their level and learning styles.
5- Providing learning guidance- this particular event actually encapsulates the support provided by the teacher during the group work or any other learning strategy applied in the classroom.
6- Plenary- this is the quick review of what the learner has learned.
7- Constructive feedback is the backbone of any lesson. Usually, the sandwich strategy is used Positive - Negative - Positive. Two things positive and One area to improve. The teacher must avoid negative feedback at all costs.
8- Assessment of what has been learned is crucial. Assessment for learning and assessment as learning after the lesson and during the lesson respectively.
9- Enhancement of learning or novelty. How the learner can improvise a certain concept in a different or unfamiliar context.

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Gagne applies the cognitive learning theory to the teaching process, and organizes the teaching according to the process of the learning occurrence. External teaching activities must support the internal learning activities of the students. In the learning activities, he divided the psychological activities within the learners into nine stages, namely: attracting attention, informing the learning goals, stimulating and recalling the stimulus materials, providing learning guidance according to the learner characteristics, inducing responses, providing feedback, evaluating the learning performance, and promoting the transfer of maintaining knowledge. On this basis, nine major teaching events are put forward. Teaching has a certain program structure. In the teaching program, students learn according to the teaching situation designed in advance. He believes that teaching procedures should be consistent with the inner psychological process of learners in learning activities. The external condition of learning is the teaching event, which corresponds to the internal process of learning. Under the current information conditions, in the actual teaching of the reasonable design of teaching procedures (1) to attract students' attention. Teachers can ask questions and use simulation language teaching situations to stimulate students' interest and thirst for knowledge. (2) prompt the teaching objectives, and use the language that students can understand, to ensure that they understand the goals and results, and achieve the directional effect.(3) Reouse previous experience. Based on the original knowledge and skills. Teachers should analyze the learning situation, understand the original foundation of students, and take on this basis to derive and develop new knowledge.(4) Present the teaching content. Using information technology, to provide students with rich learning materials, to guide students to study before class.(5) Provide learning guidance. Use big data to provide separate guidance to realize big data analysis to understand students' knowledge mastery.(6) Show off your learning behavior. The classroom adopts a variety of interactive means to confirm students' learning (7) timely feedback. Students should be provided with feedback to integrate old and new knowledge and strengthen the memory of the correct response.(8) Evaluation of the learning results. Teachers can evaluate the students 'homework through the network platform, understand the students' grasp of the content of this class, and give certain guidance.(9) Strengthen memory and learning transfer. According to the rule of memory, to provide the appropriate review test, in order to consolidate the knowledge learned.

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Gagne's Nine Events of Instruction include:
1. Gain attention--- Stimuli activates receptors
2. Inform learners of objectives ---Creates level of expectation for learning
3. Stimulate recall of prior learning ----Retrieval and activation of short-term memory
4. Present the content ---Selective perception of content
5. Provide "learning guidance" ---Semantic encoding for storage long-term memory
6. Elicit performance (practice) ---Responds to questions to enhance encoding and
verification
7. Provide feedback--- Reinforcement and assessment of correct
performance
8. Assess performance ---Retrieval and reinforcement of content as final
evaluation
9. Enhance retention and transfer to the job ---Retrieval and generalization of learned skill to new situation.
In e-learning of English teaching, teacher also need to do these nine steps.Especially the sixth and seventh step, although teachers and students cannot teach and study face to face,the teacher also have other ways to make students practice.For examle online discussion, online tests. And teachers also should give students the feedback and assessment online.

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Gane's nine teaching activities are all related to the conditions of learning. Gagne divides these situations into two groups; Inside and outside. The internal condition is the learner's ability to learn. Basically refers to what the learner knows before receiving instruction. External conditions deal with stimuli presented directly to the learner (e.g., instructions provided to the learner). These learning conditions are indispensable to Gagne's teaching activities. Gagne's model provides instructional designers to consider both internal and external conditions that may affect the learning process.

I often use The Nine Teaching Activities of Gagne in my work, and I am engaged in youth quality educators. Before each lesson, we must repeatedly emphasize the teaching objectives with the students, provide learning guidance in the teaching process, and then stimulate students' interest, and finally give feedback to students and parents. Such a state of teaching can easily enhance memory.

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Gagne is an American educational psychologist. He once had a strict training of behaviorism psychology. He absorbed the thought of information processing psychology and the thought of constructivist cognitive learning psychology, forming a learning theory with theoretical support and technical operation support. This theory explains most of the classroom learning and proposes practical teaching operation steps. Gagne believes that human learning activities are restricted by two major internal and external conditions. Internal conditions refer to previously acquired knowledge, skills, motivation, and learning ability. External conditions refer to the structure and form of the input stimulus, and different learning talents and learning content require different external conditions. Gagne believes that education is an external condition of learning, and its success lies in whether it effectively fits and utilizes internal conditions. Each stage of learning has its own internal psychological processes and external events that influence it. Teaching is to follow these characteristics of the learner's learning process and arrange appropriate external learning conditions. The teacher is the teaching designer and manager, as well as the evaluator of students 'learning. He is responsible for the teaching task of launching, stimulating, maintaining and improving students' learning activities. Gagne's theory of learning conditions reminds teachers that to improve the teaching quality, we should pay attention to the external conditions of learners, and we should create a good teaching environment and conditions. Gagne emphasized that the entire learning process of students has been strongly influenced by external conditions. For teachers, the purpose of understanding and studying the learning process is to provide support for the learning process, so that external conditions can always make necessary, proper and correct contact with the inner activities of learners in the learning process, so as to positive influence learners and obtain satisfactory learning results.

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I think Gagne's Nine Events of Instruction is a very helpful theory for my area of expertise. I teach college students the basics of innovation and entrepreneurship, and I gain a lot of knowledge by studying Gagne's Nine Events of Instruction.

1.Gain attention:At the beginning of the class, I  introduce some videos or music to grab the students' attention. In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn. 2.Inform learners of objectives: Inform the students about the main content of the lesson before the class starts, so that the students can understand. 3.Stimulate recall of prior learning:Before the start of each course content, I review the knowledge learned before with the students, and link the knowledge to be learned in this class with the previous knowledge, so as to build a good knowledge bridge for the students.4.Present the content: I block and meaningfully organize the course content, and use text, graphics, audio narration and video to explain to students so that students truly understand the course content.5.Provide "learning guidance":To help learners encode information for long-term storage, I provide additional guidance.6.Elicit performance (practice):In teaching, I keep practicing new skills.7.Provide feedback: In class, I provide specific and immediate feedback to students. 8.Assess performance:Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. 9.Enhance retention and transfer to the job:Effective training programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to the job.

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In my opinion, Gagne's nine events of instruction actually decomposes and refines the teaching process, which can make the teaching process more smoothly. In practical application, Gagne's theory can be applied according to needs, which is not unchanging.

Compared with face-to-face teaching, e-learning is more difficult to catch students' attention. In the gain attention stage, we can try to use electronic virtual characters to replace teachers to stimulate students' curiosity. Then introduce the learning objectives of the course and recall previous knowledge to help students prepare for learning. In the present the content stage, we can use network language close to students with carry out classroom questions and other interactions. For the problems presented by students, or excellent performance, we should give feedback in time to deepen the knowledge learned by students.

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Gagne's "ninth-level learning" model provides a checklist for trainers and educators to use before engaging in teaching or training activities. 1 Get attention (reception) and start the learning experience by getting the attention of the audience. 2. Inform the learners of their goals (expectations) and make sure that your team knows what they need to learn and knows why they are learning this new information. 3. Stimulus recall learning (retrieval). When employees learn new knowledge, please match the new information with the relevant information or topics they have learned in the past. 4 Present stimuli (selective perception) to effectively introduce new information to the group. 5 Provide learning guidance (semantic coding) to help your team learn, graphics, storytelling, or analogy more effectively by including examples and case studies. 6 Improve performance (response) and ensure that employees can demonstrate their skills in a way that depends on what they learn. 7 Provide feedback (reinforcement), after the team demonstrates knowledge, provide feedback and reinforce any points as needed. 8 Assessing performance (retrieval), tests, short questionnaires and even papers are good ways to test your team for new knowledge. 9 Strengthen retention and transfer (summarized) to ensure that your team has enough opportunities to use their learning knowledge on a regular basis.

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Gagne's nine teaching events can be applied to the teaching process, which can change the class from boring to vivid, make the teaching process more efficient, make the students more active in the class, and make the course more engaging. The biggest advantage of Gagne's learning theory lies in its emphasis on application, applying learning theory to teaching practice, and making it easy for teachers to apply it to their own course teaching. His teaching theory is most evident in his discussion of the learning and teaching stages. (1) To get students' attention: In my first class, I will play a video to let students know how to apply the course in engineering after learning, so as to shock students and attract them. (2) Practice: In the middle part of my course, I will provide students with DIY design links, so that they can find problems and ask questions in practice. Through answering questions for several times, they can learn more deeply. (3) Feedback stage: The results of practice will be published, and I will score them according to the quality of the results, so that students can know where they are not solid enough to learn again. (4) Evaluation process: At the end of the course, I will send questionnaires to students, asking them to raise problems in the teaching process, and I will optimize part of the teaching process in the next class of students.

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Teaching has a certain program structure. In the teaching program, students learn according to the teaching situation designed in advance. This teaching activity carried out in a certain order is a teaching event. Gagne pointed out that the conditions of learning can be divided into internal and external. The internal condition is that students have the necessary wisdom, skills, learning motivation and expectation. According to the classification of learning level, the learning of higher-level intelligent skills must be based on lower-level intelligent skills. For example, the learning of rules must be based on concept learning, and concept learning must be based on discrimination learning. This is the so-called learning accumulation principle. The external condition of learning is teaching event, which corresponds to the internal process of learning. In teaching, we should complete the following nine teaching events in turn.
(1) Attract students' attention. Attracting students' attention is the primary event in the teaching process. Teachers can attract students' attention in three ways. ① Stimulate thirst for knowledge, that is, teachers ask questions. In order to know the answers to the questions, students will focus on Teachers' explanations and other teaching activities. ② Change the teaching situation. That is to improve the intuitive image of teaching and promote students' perception and thinking activities through teaching media. ③ Cooperate with students' experience, that is, from the problems that students are most concerned about, combined with daily life experience, and then turn to the teaching theme.
(2) Prompt the teaching objectives. After attracting students' attention, explain the teaching objectives to students, so that students can be psychologically prepared and clarify the learning results and methods, so as to avoid students losing their way in learning. When stating the teaching objectives to students, we should pay attention to using the language that students can understand to ensure that they understand the objectives and results and form a psychological orientation. This is equivalent to using the original knowledge base in students' minds to generate expectations for new knowledge. If new concepts that have not been learned are included in the teaching objectives. It will make students feel confused or incomprehensible. Thus, it can not achieve the directional effect of teachers' teaching purpose.
(3) Evoke previous experience. The learning of any new knowledge must be based on the original knowledge and skills. Teachers should activate the knowledge and skills related to new knowledge in students' minds, and deduce and develop new knowledge on this basis. If students are found to lack the necessary basic knowledge and skills, they should be given timely guidance to avoid learning difficulties.
(4) Present the teaching content. In the whole teaching process, the teacher-student interaction process mediated by teaching materials is particularly important. Teachers should present the teaching content according to the nature of teaching materials. Students' learning characteristics, expected learning results and other related problems adopt different teaching methods and strategies.
(5) Provide learning guidance. After presenting the teaching content, the teacher should guide the students to complete the classroom homework. Pay attention when guiding. ① When students do not understand factual questions such as big names and place names, they can give direct guidance and tell students the correct answers directly, because factual questions cannot be inferred by knowledge, experience and thinking. ② For logical questions related to students' experience, ask and answer guidance can be provided. That is to give students some hints or hints, and encourage students to further reason and get the answer. ③ When conducting indirect guidance, we should adopt different methods according to the individual differences of students. For students with strong ability and independent personality, we should give less guidance and encourage them to solve problems by themselves; For poor ability. Students who rely on personality should be given more guidance until they get the correct answer. In learning guidance, teachers should teach students how to connect old and new knowledge, and teach them some methods of memory and understanding, so as to promote students to maintain new knowledge.
(6) Show learning behavior. Learning is an internal psychological activity. If you want to determine whether students have completed learning after teaching, you should let them show their explicit behavior. Teachers can judge whether students have learned according to three clues in students' behavior: ① eyes and expressions. When knowledge seeking activities change from confusion to understanding, students' eyes and expressions will show a state of satisfaction; ② Ask questions by roll call at any time, ask students to retell or explain what they have learned and answer relevant questions; ③ Check students' understanding according to their classroom homework.
(7) Give timely feedback. When a student shows a correct behavior, it does not necessarily mean that he has learned this behavior, because if he does not review what he has learned in short-term chemistry, it is difficult to store it in long-term memory. Therefore, we should provide feedback to students to integrate new and old knowledge and strengthen the memory of correct response. The feedback clues of students' response can come from themselves. For example, in the learning of skills, the correct behavior leads to the correct results, according to the results of behavior. I can find the relationship between body activity and correct behavior. Feedback clues can also come from teachers, especially knowledge learning. Students can get feedback through homework and conversation.
(8) Assess learning outcomes. Teachers evaluate the learning results through students' homework, or classroom quizzes, or other classroom questions and answers. They can also understand students' mastery of the content of this class and give some guidance according to the common problems among students.
(9) Strengthen memory and learning transfer. When it is confirmed that students have acquired the knowledge and skills taught, it is necessary to teach students how to remember the knowledge and give them the opportunity to review, so as to consolidate the knowledge learned. Teachers should also provide some questions and situations to enable students to apply their knowledge and skills in the situation and promote learning transfer.

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Gagne believes that the best way to design teaching is to arrange teaching according to desired goals, because teaching is to achieve specific educational goals. The classification of teaching objectives, also known as the classification of learning results, is based on the various abilities acquired by learners after learning. Educational goals are achieved through planned teaching.
Thus, before designing teaching, it is necessary to determine which abilities learners should acquire. Gagne proposed a class of learning outcomes: rational skills, cognitive strategies, verbal information, motor skills, and attitudes.
Intellectual skills
Rational skills refer to the ability to enable learners to use conceptual symbols to interact with the environment. They are the most basic and universal educational content in school, including the most basic language skills to advanced professional skills.
Cognitive strategies
Cognitive strategies are the abilities that learners use to guide their attention, learning, memory and thinking.
Verbal information
When the learner is able to state what he has learned in the form of propositions (sentences), we can say that he has the ability of verbal information. The complexity of all kinds of speech information is different, gagne divides them into three types: ⑴ naming, is to give the category of the object to call; (2) Use simple propositions (sentences) to express the facts. (3) Groups of knowledge are aggregates of propositions and facts.
Motor skills
It is a striking feature of motor skills that they become more precise and consistent only after a long period of continuous practice. Only when the learner can not only complete certain prescribed actions, but also these actions have been organized into a coherent, accurate and complete action within a certain period of time, can he be said to have acquired this skill.
attitude
Attitude is an internal state that influences and regulates one's actions, as well as a result of learning.

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Gagne believed that the mode of learning is used to identify the structure and process of learning, and it is useful for understanding teaching and teaching process, as well. How to arrange teaching events has great application significance. One of the main features of Gagne's theory of learning is to absorb the strengths of various schools. He assimilated behaviorism, gestalt psychology, humanism and cybernetics into his theory. The greatest advantage of Gagne's learning theory lies in its emphasis on application, that is, applying the results of learning theory research to teaching practice. Gagne's comprehensive teaching theory is most evident in his discussion of learning and teaching stages. He uses the current popular information processing model, with reference to this model revealed the various internal processing stages of learning, and the teaching process of each work with one of the corresponding. Special emphasis is placed on the guiding role of teachers. Therefore, gagne's model is called the model of guiding teaching. He is more concerned with pedagogy, how teachers influence and facilitate the learning process. Gagne provides us with a basic framework rather than implementation steps. Only under the guidance of teaching theory and combined with teaching practice can teachers fundamentally understand the essence of teaching.
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Gagne put forward the model of cumulative learning, which is generally called the hierarchy theory of learning. His basic argument is that learning any new kind of knowledge and skill is based on already acquired knowledge and skills that are subordinate to them. Gagne believes that the best way to design teaching is to arrange teaching according to desired goals, because teaching is to achieve specific educational goals. The classification of teaching objectives, also known as the classification of learning results, is based on the various abilities acquired by learners after learning. Educational goals are achieved through planned teaching.
Thus, before designing teaching, it is necessary to determine which abilities learners should acquire. Gagne proposed a class of learning outcomes: rational skills, cognitive strategies, verbal information, motor skills, and attitudes.

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Gagne proposed a model of cumulative learning, generally referred to as the hierarchical theory of learning. His basic thesis is that learning any new knowledge skill is based on knowledge skills that have already been acquired and are subordinate to them.
Gagne's nine events of instruction  are gain attention, inform learner of objectives, prior learning,present content, provide guidance, practice, provide feedback, assess performance, enhance retention and transfer to the job. So I think it can be used for online learning in any area of professional study.
Firstly, to stimulate students' interest in learning and get their attention; then, to tell them what the learning objectives are; to stimulate their recall of what they have learned, to direct their attention to the key points and main content and to provide study guide; to enhance retention of learning memory, to assign homework and to check and assess to promote transfer of learning processes and outcomes.

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I learned a lot from Gagne's nine teaching events today. I am a college English teacher. In my previous teaching, I used part of the nine teaching events more or less, but they were all scattered and unsystematic. In the future teaching, I will systematically use the nine teaching events to guide my teaching. For example, in the process of teaching students to memorize words on the Internet, I can first ask the students who did not memorize words well to sing a song by attracting attention to receive various neural activities, and applaud and praise the students who memorized them well. Next, through the online word memorization app, tell the students the goal of memorizing words this time. Before reciting words, collectively recall the content of previous learning, grade them according to the speed and accuracy of students reciting words, and determine the final champion through the points system... The specific procedures will not be explained one by one. In the future, my various teaching activities can be designed according to the nine teaching events method, so as to improve my teaching theoretical foundation. What do you think of my teaching method, Doctor Pavani?

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According to the characteristics that the teaching process is consistent with the internal psychological activities of learners, Gagne divides the teaching process into nine steps: attracting attention, informing objectives, stimulating recall of previous learning, presenting stimulating materials, providing learning guidance, triggering behavior, providing feedback, evaluating homework, and promoting memory and transfer.

Take for example the stimulus recall, the stimulus recall of previous knowledge. Help students build Bridges between old and new knowledge by reminding them of what they have previously learned. How to build this bridge? Examples of familiar situations related to the learning topic can be used to stimulate students' memory and establish connections between old and new knowledge. In the teaching process, through the video, such as a new musical work to timely induce and point, let students recall the previous knowledge content, such as the creation of the work, the author of the work, the creation background of the work and so on. On the one hand, this review has consolidated the learned knowledge, on the other hand, and for the new knowledge of the learning foundation, so that students' psychological smooth transition, accept new knowledge. Secondly, knowledge acquisition and homework performance.

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As a very useful teaching mode, Gagne’s nine teaching events guide the teacher’s teaching framework. Usually for my class design, I use all the nine teaching events of instruction while I do the class plan. In my opinion, I divide them into three parts: Preparing; Processing and the Later Requiring.

The Preparing part includes: Gain attention; Inform learners of objectives; Stimulate recall of prior learning. These are the basic points of the class preparing. They are the key to unlock the content of classes.

The Processing part includes: Present the content; Provide guidance; Elicit performance. As the main process of the class, teachers have to provide a clear content and guidance to students. Also, to make the class more interesting and impressive, class activities are required to used.

The last part is Later Requiring, it includes: Provide feedback; Assess performance; Enhance retention and transfer to the job. After the students learned from the class, they expect the feedback from teachers. And also, the teachers want to get students’ learning and thinking ability as well as the difficulty of class teaching. Finally, the result of feedback would be analyzed, and used in the future teaching.

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Gagne's "nine Teaching events" are described in a linear manner and constitute a complete teaching process. Gagne notes that the sequence of the nine teaching events is the most logical and has the best chance of success, but it is not always the same. As is known to all, in teaching practice, "there is a law in teaching but there is no definite law". The nine teaching events only provide a reference and reflection basis, but need flexible application in specific teaching. Under the influence of behaviorism, the nine teaching events proposed by Gagne based on the information processing model emphasize on stimulating learning through external stimuli. Therefore, in practice, the nine teaching events focus on "teaching", that is, the design of external conditions for learning.

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I think gagne's nine events of Instruction can be used for online learning:
1. To attract students' attention, you can use pictures, charts, models, movies, animations, etc
2. Tell the students what they can get by the end of the lesson
3. Introduce the course with the experience students already have
4. Use group discussion, question and answer, games and other methods to present the teaching content
5. Ask the students questions
6. Ask the students to summarize
7. Use software features to score questions in a timely manner
8. Assess students' learning outcomes through tests, essays, etc
9. Assign homework.

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Gagne's "Nine Levels of Learning" provides a step-by-step approach that allows us to re-design and tailor teaching to the characteristics of our profession, building platforms for teaching preparation, implementation and feedback. Improve students' learning efficiency.

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Gagne put forward the teaching design theory of creating diversified external conditions according to different internal learning processes. He paid attention to the classification of learning results and emphasized the influence of internal and external conditions on teaching activities, which plays an important role in the development history of teaching design. Although Gagne's instructional design theory has the characteristics of objectivism due to the limitations of the times, it still has important enlightening significance for China's current instructional design and teaching status.

My research field is ideological and political education. I think Gagne's nine paragraph teaching method can be effectively applied to any teaching mode. My research content is the teaching mode of curriculum ideological and political education. Through learning Gagne's nine teaching activities, such as the integration of curriculum ideological and political education into the teaching mode, the first step of Gagne's nine paragraph teaching method is to get attention, and the integration of Ideological and political elements into the curriculum can effectively get the attention of learners, For example, teachers can share the background and development process of the course, so that students can have a preliminary understanding, which can stimulate students' learning enthusiasm for the course.

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I have learned a lot from learning the nine teaching activities in Gagne.I am a university teacher. I will improve my teaching mode by combining with the nine teaching activities and the actual teaching situation in the later teaching.For example: 1. Set learning goals.Make an effective time schedule; 2, make full use of class time, so that students can master the knowledge points in class, require students to take notes to help students remember the content of the teaching, especially important to actively think independently, group exchange everyone's thinking; 3, reasonable rules.Let the students timely review the notes made in the class and the important content and fuzzy knowledge points learned in the class, repeatedly remember; 4, learning environment.Scientific research shows that a good learning environment is conducive to attention, improve learning efficiency; 5, establish a correct view of examination.Face the test results correctly, do not cheat, but should be calm.

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Through a detailed study of the "Nine Teaching Events of Gagne", it is applied to the teaching of graphic design courses for e-commerce majors, and the teaching content and steps of the classroom are described in detail by taking the teaching of the knowledge point of "Imitation Stamp Tool" as an example. elaborate. Practice shows that the effective application of "Nine Gagne Teaching Events" in the teaching of graphic design courses has an important role in promoting students' interest in learning and the teaching quality of the course.
As a software application course, the graphic design course is highly creative. Therefore, in the process of teaching content reform, the course follows the course design concept of being employment-oriented, ability-oriented, based on comprehensive professional ability, taking the work process as the main line, and aiming at promoting student development. Determine the teaching content and internal structure of the course. The teaching method of the course is a task-driven teaching method based on the learning situation. By arranging work tasks designed by teachers and combining with computer-assisted teaching, students can master the specific work tasks through specific computer operations and drills. Professional skills related to routine processing and production of Photoshop software. In terms of teaching methods, the teaching concept of "student-centered, teacher-led" is highlighted, "nine teaching events" are integrated into the teaching process of the course, and classroom teaching is designed according to the laws of students' learning and cognition.

By LI Shuting

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Through a detailed study of the "Nine Teaching Events of Gagne", it is applied to the teaching of graphic design courses for e-commerce majors, and the teaching content and steps of the classroom are described in detail by taking the teaching of the knowledge point of "Imitation Stamp Tool" as an example. elaborate. Practice shows that the effective application of "Nine Gagne Teaching Events" in the teaching of graphic design courses has an important role in promoting students' interest in learning and the teaching quality of the course.
As a software application course, the graphic design course is highly creative. Therefore, in the process of teaching content reform, the course follows the course design concept of being employment-oriented, ability-oriented, based on comprehensive professional ability, taking the work process as the main line, and aiming at promoting student development. Determine the teaching content and internal structure of the course. The teaching method of the course is a task-driven teaching method based on the learning situation. By arranging work tasks designed by teachers and combining with computer-assisted teaching, students can master the specific work tasks through specific computer operations and drills. Professional skills related to routine processing and production of Photoshop software. In terms of teaching methods, the teaching concept of "student-centered, teacher-led" is highlighted, "nine teaching events" are integrated into the teaching process of the course, and classroom teaching is designed according to the laws of students' learning and cognition.

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Gagnes nine steps are general considerations to be taken into account when designing instruction. Although some steps might need to be rearranged (or might be unnecessary) for certain types of lessons, the general set of considerations provide a good checklist of key design steps

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Gagner's theory is a very classic teaching process. These nine steps are also used in general art skills teaching activities, using some introduction to get students' attention and then telling learners the learning objectives of the lesson, such as which skill needs to be mastered or what kind of piece of artwork needs to be drawn or produced. The teacher will then have students do some review and make connections to what they have learned previously. Next the teacher will demonstrate. The teacher will have the students practice, interspersed with some teacher guidance. Finally the teacher will need to evaluate and give feedback on the students' work.

However, teaching is now more focused on active learning and student involvement in teaching.

Online education makes it a little difficult for teachers to guide the students' work on the other end of the computer.

When I teach online, I tweak the whole process a little bit. I let students preview the knowledge they are going to learn in advance and start a new course with purpose and tasks. In this way, students can deepen their impression.

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My thoughts on Gagne's Nine Events of Instruction

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My thoughts on Gagne's Nine Events of Instruction

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By Zamzam Shah

As a teacher as well as an instructional designer, Gagne's 9 events to my work. I use Gagne's to create lesson plans as well as curriculum development and design.  It's very time consuming as I have to think what activities etc to include.  For me, Gagne's Nine Events of Instruction model helps trainers and instructional designers like me to structure our training sessions. The model is very systematic and that helps me to develop strategies for learning. It helps me to create activities for instructional classes. In a nutshell, the model provides a framework for an effective learning process.

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Gagne's theory provided a complete model for teaching，Because the teaching procedure of this model is composed of nine sections, namely, introducing meaning, informing teaching objectives, recalling previous knowledge, presenting stimulus materials, providing learning guidance, inducing action, providing feedback, evaluating table and arranging practice. Students are used to calling it the " Gagne's "nine events of instruction". Gagne's "nine events of instruction reveal the rules of teaching to a certain extent, in particular, it corresponds each work in the teaching process to each stage of students' learning. Every work in the teaching is suitable for the students' inner part of the process, for the teaching practice of course arrangement and class teaching to provide a more systematic, more usable framework. With the development of information technology, Gagne's "nine events of instruction need to be continuously integrated and developed with advanced technology to make it more suitable for modern classroom teaching and play a greater role.

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Lu yuxin

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The first of Gagne's nine teaching events is  gain attention.The first step is to arouse interest. I think using some interesting pictures and videos before class can arouse students' interest and help improve students' attitude and interest in learning. I majored in biology. For example, I applied 3D holographic equipment to teaching before class, because 3D equipment is now used in games in many cases. Students are very interested in this equipment. In addition, this equipment can make students immersive. For example, when learning birds, using this three-dimensional equipment can more clearly and directly understand the body structure of birds.This step can stimulate students' enthusiasm and interest and improve the motivation and efficiency of learning.

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Learning is a process of fusion of old and new knowledge. Students can retain knowledge material in long-term memory through perceptual manipulation and repetitive encoding. Gagne's learning theory can provide a framework for my instructional design. Motivation stage: Motivations such as achievement and motivation stimulate the desire to learn. Teachers need to clearly communicate learning objectives. Teachers' learning tasks should be moderate and moderate in difficulty, which can enhance students' confidence in learning. Comprehension stage: Students use information reasonably under the guidance of teachers but should reduce unnecessary interference and stimulation. Acquisition phase: Students process knowledge. Teachers present knowledge, establish reasonable teaching goals, and help students transition from short-term memory to long-term memory. Retention phase: Through review and reinforcement training, knowledge is ensured to be stored in the long-term memory system. Recall stage: Students solve information problems by retrieving and remembering knowledge information. Teachers need to help students understand and remember, that is, strengthen the connection between old and new knowledge, and cultivate students' ability to make clues. Generalization stage: through knowledge integration, straighten out the relationship between knowledge. Operational stage: refers to the application of theoretical knowledge and analogies. Feedback stage: The purpose of feedback is to improve students' ability to deal with problems, thereby improving learning efficiency.

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Gagne's "nine events of instruction " can be applied in the process of  improving the quality of College English teaching, so that students can improve their learning strategies.
1. Gain attention
The selection of textbook content is very critical. Close to students' life and away from boring and boring topics are always important in College English teaching. In addition, the use of multimedia teaching materials can also make the content of a single textbook diversified and vivid. Teachers should make use of the short time at the beginning of class to concentrate the students' attention and prepare for the later teaching work
2.Inform learners of objectives
The contents of the notice should include: 1.specific contents to be learned in this lesson; 2. Evaluation criteria at the end of this lesson. Taking friendship and love as an example, the specific contents of learning are: net chat language; What is a net-pal？ What is a blind date？ Grammar point: agreement; Course answer the above questions Grammar exercises. Let students clarify their learning objectives and tasks, know the final evaluation methods and standards, and further strengthen the certainty of learning and the appropriateness of autonomous learning.
3.Stimulate recall of prior learning
Many teaching materials are equipped with warm up or starter, which is actually an effective connection between students' existing knowledge and knowledge to be learned, so as to improve the learning effect.
4.Present the content
In College English teaching, it should be a good choice to guide students to complete a series of carefully arranged short tasks to realize the teaching of course content.
5.Provide learning guidance
It can fully mobilize students' enthusiasm for participation, it is much more effective to provide guidance for students than to instill knowledge into students directly. There are many ways to provide guidance: you can use images and metaphors to explain abstract concepts, cite examples to prove correct concepts, cite counterexamples to prove wrong concepts, cite cases to explain application principles, etc.
6. Elicit performance
The guiding role of teachers is long-term in terms of time and different in terms of teaching tasks. Therefore, it is also a continuous process to trigger intensive practice.
7.Provide feedback
Teaching feedback is not only a process of interaction and communication between teachers and students, but also an important link in classroom teaching. It is an important means to test the effect of English teaching. It can let teachers and students understand the situation of teaching and learning, so as to adjust the teaching process. Teachers' timely feedback on the learning situation of curriculum content can provide necessary promotion for the formation and internalization of the correctness of students' learning content. Therefore, College English teachers should provide timely, targeted and stimulating feedback for students' English learning according to the different purposes and contents of teaching and students' personality and emotion.
8. Assess performance
In College English teaching, teacher usually use classroom tests Test questions (including listening) and communication (oral) tests.
9.Enhance retention and transfer to the job
Drawing inferences from one instance in College English teaching not only undertakes the important function of testing the teaching effect, but also plays an important role in the transformation of the teaching concept from teacher-centered to student-centered.

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Nine Teaching Events of Gagne" are essential factors that help teacher to make the process of teaching going usefully, actively and attractively. Most of these "nine events" are working to spark the energy of student to be in class mentally.  The professional teacher is the one who is able to use them properly. Gaining attention is the golden key factor to attract Ps to the class. Making attractively virtual video which has natural sounds will definitely make students give full attentions to the class and teacher as well.
The question which has been raised in the group discussion : should the teacher tell the students the objectives of the lesson?In fact, I am with the opinion of says not to do so and that because students will restrict themselves on the given objectives only even though that it will be a such area of time that the teacher needs to cover such as H.M and so on. Present content , provide guidance and elicit performance are also very useful keys to activate the process of learning among the students. Giving feed back is the strong and precised indication that enable teacher to measure the understanding of students. Assessing and enhancing performance are also factors which I think Gagne was successful to include them to be in 'nine events and they are the final stages that the teacher should use to make sure of the success of the lesson.

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Teaching is a program structure, in the process of teaching, students shall be carried out in accordance with the design of teaching situation in advance. This kind of teaching activity in a certain order with is teaching, and pointed out that, learning has both inside and outside conditions. Internal conditions is the wisdom of students with the necessary skills and learning motivation and expectations. The external condition of learning is the teaching event, corresponding to the internal process of learning.
In the teaching, in order to finish the following nine events of instruction.

(1)Gaining students' attention. Getting students' attention is the first thing in the teaching process.

(2)Informing learners of the objective.After attracting students' attention, explain teaching objectives to students, so that students are psychologically prepared, clear learning results and methods, so as to avoid students lost in learning.

(3)Stimulating recall of prior learning. Any new knowledge learning, must be based on the existing knowledge and skills. To activate the students knowledge and skills related to the new knowledge of the mind, on this basis, derivation and development of new knowledge.

(4) Presenting the stimulus. In the whole teaching process, teaching material as the mediation of interactions between teachers and students is particularly important.

(5)Providing learning guidance. After the presentation, the teacher directs the students to complete class assignments.

(6)Eliciting performance.Learning is an internal psychological activity, and if you want to determine whether students have completed the learning after teaching, you need to have them display their explicit behavior.

(7)Providing feedback.Feedback should be provided to enable students to integrate new and old knowledge and strengthen their memory of correct responses.

(8)Assessing perfoumance.The teacher through the student's homework or test, to understand the student's grasp of the course content.

(9)Enhancing retention and transfer. When it is clear that students have acquired the knowledge, it is necessary to teach students how to remember the knowledge and give them the opportunity to review, so as to consolidate the knowledge.