Expository Essay写作基本要素

Expository Essay是国外大学常见的作业形式之一，需要选择一个大家认可的观点，然后对这个观点进行调查研究，再得出自己的想法，在Essay中体现出来，并说明别人同意你的观点。下面就给大家讲解一下Expository Essay写作的基本要素，希望可以帮助同学们的写作。

1.一个可被支持的话题(a supportable topic)。当你选择一个话题的时候，你需要确定你是能够去支持并讨论这个话题的。很多情况下，话题是给出的。那么你针对话题给出的答案和立场必须能够去扩展讨论。比如，你至少要有3个比较强的证据“evidence”去支持你的论点。这时候，brainstorming就显得很重要了。

2.可靠的资源(reliable sources)。如果您的Expository Essay作业是允许您进行调查研究的，那么请使用可靠的资源。可能您会说，“这个还用说吗？这不显而易见吗！”。然而，在我们所修改过的文章中，我们不知多少次发现有的同学从“Wikipedia”上面进行引用。虽然Wikipedia很有名，而且也是我们获取知识的一个主要资源之一，但是他上面的内容是可以被任何人在任何时候进行修改的。很显然，当你采用这么一个词条作为你文章的论据的时候，虽然你的文章会迅速为你赚取名声，但是这篇文章也会沦为像某些韩国学者们一样的笑柄。当然，除非你写的文章是关于“Wikipedia”有多么不可靠，否则你的文章万万不要用维基百科作为资源。

3.合适的论证方式(an appropriate method of development)。在你计划你的outline之前，选择一个最合适的文章组织方式最为重要。常见的文章组织方式包含“compare and contrast, definition, description等等”。你需要考虑哪种行文方式最适合将你的观点组织成一个结构清楚并具有说服力的文章。比如，如果文章的话题是“What is the best online editing service?”,那么你可以采用“compare and contrast”的方式。然而，市面上可能存在大量的不正规的公司，那么你不可能浪费你和读者的时间来进行一一对比。那么你就需要用“exemplification”的模式来给出几个典型的例子来说明为什么我们提供最好的文章修改服务。

以上就是关于Expository Essay写作的基本要素讲解，建议同学们在选择观点的时候选择一个比较独特的观点，这样才能吸引教授。

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Paper代写：Costume design

下面为大家整理一篇优秀的paper代写范文- Costume design，供大家参考学习，这篇论文讨论了服饰品设计。服饰配件设计也称为服饰品设计，即包括时装首饰，时尚包袋鞋帽等饰品的设计。在发达国家，饰品业已逐步走向成熟。庞大的市场空间让许多投资商们跃跃欲试，同时也给了饰品设计师无限的空间。而饰品设计师的培养注重设计思维能力的培养，注重艺术创新和个性修养。

Costume accessories design is also called costume design, which includes fashion jewelry, fashion bag shoes and hats, fashion wristwatch, gloves and scarves, glasses and other accessories. In developed countries, jewelry has gradually become mature, while China is still in the primary stage. The apparel industry in mainland China is becoming the third hot spot for businessmen after the automobile and real estate industries.

On the other hand, compared with foreign specialty shops of various grades, domestic jewelry industry does not have any leading brands, and no one jewelry enterprise has more than 5% of the domestic market share. Such a large market space makes many investors eager to try, but also gives the jewelry designer unlimited space.

This major emphasizes the design of the cultivation of thinking ability, pay attention to artistic innovation and personality cultivation, adhere to the principle of professional design and technological skills, and through the system to study fine arts foundation course and basic knowledge of garment and bags shoes theory of art design, art design method and the package bag, shoes and hats processing skills of basic training, the combination of art and craft new applied talents.

The graduates of this major can work on the development and design of new products, brand planning and management of jewelry bag shoes and hats company, master the basic knowledge of the brand operation of apparel accessories, and master the basic methods of fashion prediction. After graduation, graduates can be engaged in clothing companies, bags, shoes and hats companies, image design companies, foreign trade companies, brand planning and fashion media companies and groups.

This major cultivates a solid foundation in literature and art, craft theory and strong skills in artistic innovation and modeling. It attaches importance to artistic innovation and individual accomplishment, and adheres to the principle of paying equal attention to professional design and craft skills. Have the knowledge and ability of art design and creation, teaching and research, etc., and adapt to the development of market economy.

Production, education and research cooperation education, known internationally as "cooperation education." Different from the traditional teaching model that emphasizes knowledge imparting and understanding, it is an open education model that combines theory with practice and fully cultivates students' practical ability and innovation ability.

The national cooperative education committee of production-study-research cooperation education described as: "cooperative education is a unique form of education, it will classroom learning and in public or private institutions have paid to supervise the work experience, in a planned way and have combined, it allows students across campus boundaries, to face the real world to get the practice of basic skills, enhance students' self-confidence and professional direction."

The Canadian co-operative education society describes the partnership as: "the co-operative education programme is a scheme that combines students' theoretical learning with work experience in the co-operative education employer structure. The usual plan is to provide a regular rotation between student work practices and professional studies in areas such as business, industry, government and social services.

The world cooperative education association describes cooperative education as: "cooperative education combines classroom learning with work learning, students apply theoretical knowledge to practical practice, and then bring challenges and insights encountered in work back to school to promote school teaching and learning."

By summarizing the foreign interpretation of the cooperation between industry, universities and research institutes education, it is found that the foreign countries pay more attention to the exercise of practical ability and weaken the cultivation of scientific research ability. By contrast, China has a more comprehensive and richer definition of education. Some scholars define it as a education model that takes universities as technical support, enterprises as the subject, and market as orientation, and the society, enterprises and universities participate in teaching life together.

Cooperative education is the concrete embodiment of university-industry cooperation in personnel training, and make full use of school and enterprise, scientific research units, such as a variety of different education environment and education resources, and their respective advantages in talents cultivation, to give priority to with the classroom knowledge of school education and direct access to practical experience, the practice ability as the main production, scientific research, during a practice organically combined with the cultivation of the students to cultivate the students' comprehensive quality, comprehensive ability and employment competition ability as the key point of a kind of education mode.

The above fully shows that Chinese scholars have reached a consensus on the issue that "education is the education model for the joint cultivation of talents by production, learning and research". Here is a special point: the so-called "pattern" is not invariable, but continues to expand and expand with the change of the internal and external environment of the university. Schools can flexibly and innovatively form various education models according to their own training objectives, subject advantages and teaching conditions, so as to achieve the expected goals.

It is worth noting that bb0 is different from industry-university-research cooperation and is not the same as regular production practice. On the one hand, cooperation between production, education and research is not the same concept as cooperation between production, education and research.

Education is an open mode of cooperation between enterprises and universities to cultivate talents. Make full use of the resources of enterprises and colleges and universities in the process of education and background, use their respective advantages to create a good learning environment for students, such as the advantages of using the theory of the strong comprehensive enterprise practice the characteristics of high strength and fast operation, rich originally a single teaching mode, make the student during the period of school had contact with enterprise, understand the works of enterprises, schools and enterprises develop training objectives, both sides to discuss together to guide students.

Education is the further extension of university education. University education belongs to the "ivory tower" education model, which pays attention to the high-end talent cultivation. Therefore, education tends to the elite mode cultivation, while education can extend and break through in this mode and expand the training direction. In addition, also further extend and understanding of professional, such as learn the theoretical knowledge and basic knowledge in the school, and in the process of production inevitably involves the situation within the enterprise, therefore, knowledge can be extend to theory and basic knowledge of other knowledge, common sense, such as design process problems, etc., need experience to get a lot of knowledge, can make the students understand the campus as soon as possible through the industry-university-institute cooperation to come into contact with the outside knowledge.

The task of production, education and research cooperation education is to cultivate talents and provide needed talents for enterprises. Education is always a core task. At present, education has transformed traditional education into innovative and research-based education. Traditional teaching method is mainly about the relationship between teaching and learning, but now it needs not only teaching and learning, but also students' consciousness of independent innovation and in-depth exploration. In particular, the cultivation of designers requires not only the spirit of innovation, but also the ability to research, analyze and solve problems.

Traditional teaching practice is relatively weak, and production, education and research cooperation education pays attention to the development of practice. There is not only a training base, namely a laboratory, but also a training base outside the campus. As a supplement to the laboratory on the campus, when encountering special techniques or special projects, both sides can make up for each other and play a supporting role together. Practice can also vary, either as an individual or as a group. The form of group combination is more suitable for today's students. In the process of cooperation, students can experience the process of team cooperation in advance, the role each person plays, what the team pays and how to pay.

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Essay写作需要注意哪些问题

虽然Essay写作是留学生在学习生活中会经常遇到的，但并不代表大家就能写得很好。很多留学生由于写作细节方面出现问题，导致写出来的Essay分数都不高。那么Essay写作都需要注意哪些问题呢？下面就给大家讲解一下。

1.结构方面：Essay一般由Introduction, Main Body, Conclusion, Reference四部分组成。

2.语言方面：Essay是理论性较强的论文，通常情况下，一定用第3人称，禁止出现“I”, “we”, “our”, “you”, “your”这些第一、二人称字样，注意语言措辞，多用些副词。为了避免使用第一人称，某些地方可以用被动语态或其他句型代替。

3.内容方面：由于Essay理论性较强，请用相关例子来支撑论点，避免空谈理论；在叙述完了理论之后，请一定要对理论进行评论，体现作者的Critical Thinking；请多用的数据和图表，使用数据图表时请附上Reference表明出处。

4.特别注意问题：

1) Introduction：Introduction包括Topic的背景介绍和文章要解决的主要问题。一般占总字数的10%左右。

2) Main Body：这是论文主体部分，占总字数80%左右。如果题目中作了具体要求，就根据题目提到的几个方面来逐一讨论就可以了。有的题目没有作具体要求，就根据自己的构思来写，但必须有逻辑性。

3) Conclusion：字数大概也是占10%，在这一段里把文章中的主要观点用一到两句话概括出来。

4) Reference: Reference是导师最看重的，所以请一定特别注意！绝对不能出现编造的情况，一定要真实。国外对这个问题查得很严。一旦查出有作假或抄袭情况,会直接挂科，甚至开除学籍。一般来说，Reference包含两个部分，一种是in-text reference也就是在文章里的reference,一种是在文章最后出现的reference,也就是reference list.一篇论文须要包含文中的in-text reference和文末的reference list.论文有明确要求几个Reference的，根据要求来把握；没有明确说明个数的，一般按照每千字3-4个来操作。

5)字体格式：字体格式：论文有明确要求字体格式、大小等时，根据要求来操作；论文没有明确要求字体大小等时，一般用用times new roman字体；12（小四）；1.5倍行距；Word默认页边距；标题字体可加粗；每段落之间空一行；每段直接写，无需空格；在每页的右下角插入页数。

以上就是关于Essay写作需要注意的细节问题，同学们想写好Essay，那么细节上的问题一定要注意。

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Paper代写：Etiquette education

本篇paper代写- Etiquette education讨论了礼仪教育。礼仪教育不是单纯的知识教育，它具有十分鲜明的操作性和实践性。由于礼仪教育具有操作性和实践性的特点，因此在教育过程中，就不应该只是采取单一的讲授的方式，还应该与模拟训练和日常养成等方式有机地结合起来。礼仪教育虽然具有十分鲜明的操作性的特点，但这决不意味着礼仪教育只需要学习具体的礼仪规范，礼仪教育的理论层面也是礼仪教育的重要组成部分。本篇paper代写由51due代写平台整理，供大家参考阅读。

School etiquette education is a systematic project, which should be grasped from the baby, and run through the whole process of school education from kindergarten, primary school, middle school to university. Therefore, it is necessary to comprehensively plan and arrange the contents of etiquette education of all levels of schools and stages to form a complete etiquette education series. Otherwise, it is inevitable to be disjointed and disjointed, thus causing education content to cross, repeat or missing, omission and so on.

In fact, these have happened to varying degrees. Take publishing as an example. For example, China women's publishing house recently launched "we are the book series of rites and rituals". This set of books includes four volumes: "etiquette of young children", "etiquette of primary school students", "etiquette of middle school students" and "etiquette of college students". Nevertheless, many contents have been repeated for many times, such as the etiquette of bearing and bearing. Not only four volumes are involved, but also the etiquette of middle school students and the etiquette of college students show many similarities in the two volumes. Admittedly, such manners, elementary, middle school students and college students, should learn and follow, but as the education content, it can and should be centralized arrangement of the content of the related at some stage, or to the related content and different levels of decomposition, respectively in the different stages, as far as possible to reduce or avoid the repetition in the content or cross.

On the one hand, it is the content that repeats or crosses, on the other hand, it is the content that is absent or omission. However, no matter it is repeated, crossed, or missing, omission, the reason lies in the lack of comprehensive planning and overall arrangement. Today, etiquette education is entering the school gate of primary school, middle school and university in great strides, should say, to the content of etiquette education carries on the overall planning and the overall arrangement, already was urgent.

Etiquette education is not pure knowledge education, it has very distinct operability and practice. The operability of etiquette education means that etiquette education is closely related to actual operation. It's one thing to know about a specific etiquette rule, and one thing to practice it. It is impossible to teach etiquette rules as general knowledge. Only after practical training can etiquette education receive better results. The practicality of etiquette education refers to the requirement that etiquette education has the unity of knowledge and conduct. Learning etiquette, knowing the norms and requirements of etiquette, should be put into action, according to the norms and requirements of etiquette to do. If you learn etiquette knowledge, and will also be practical, but do not want to practice; Learning one thing and actually doing another, such etiquette education is certainly not successful.

Due to the operational and practical features of etiquette education, in the process of education, it should not only adopt a single way of classroom teaching, but also organically combine with methods such as simulation training and daily cultivation. If the classroom teaching focuses on the transmission of etiquette knowledge, then, simulation training focuses on the performance of etiquette education features, and daily cultivation focuses on the practical requirements of etiquette education. The ideal etiquette education mode should be the crystallization of these three education modes.

In connection with the way of teaching, there are issues of education assessment and its standards. Since school etiquette education need to be integrated with three kinds of education way, so this kind of education evaluation, of course, also can't just take usually took, appraisal, should also consider the actual operation ability and level, and especially in the daily life and learning in the actual examination whether students have formed the good habits and manners. Only in this way can we make a real, comprehensive and accurate assessment and evaluation of students' etiquette learning.

Etiquette education has a very distinct operational characteristics, but this is not necessarily the etiquette education only need to learn specific manners, etiquette education theoretical level, including the nature of the etiquette, etiquette, the origin and development, the law of the etiquette and manners of truth, goodness, beauty and so on, is also an important part of the etiquette education.

In etiquette education, students should not only be "aware" of what to do, but also "know what to do" and why to do it. If etiquette education simply teaches etiquette norms and the specific operation requirements, but does not pay attention to the discussion and explanation of etiquette theory and its cultural background, then such etiquette education is actually incomplete. Such etiquette education, although in the training of students to follow the rules and regulations can be immediately, but it is not conducive to students to draw inferences, draw inferences from one to the other, give full play to the flexible and independent creative spirit, to achieve a higher level of etiquette application. Even if the specific etiquette rules are all-embracing, it is impossible to make a clear definition of etiquette in all situations, and many outstanding etiquette models, such as zhou enlai's many etiquette styles, are impossible to find precedents in modern etiquette codes. All these depend on the deep understanding of etiquette culture. Only with a thorough understanding of the profound culture of etiquette, it is possible to maintain a kind of elegant and well-coped etiquette in the face of no matter how complicated the situation is, no matter how weird or unexpected the problem, and not to be unobservant and unprepared and lead to the etiquette anomie.

Since the deep grasp of etiquette culture is so important, should this aspect be highlighted at every stage of school etiquette education? What is involved here, in fact, is the operational and theoretical level of etiquette education, and how to grasp it in the process of etiquette education. If we start from the actual situation, the emphasis of etiquette education in different stages should be different.

Etiquette education in primary and middle schools, since the students' cultural level is not too high and their theoretical grasp ability is not too strong, they should focus on operation and give priority to the instruction and training of etiquette norms. University of etiquette education, because the student has reached a higher cultural level, and has a certain theoretical grasp level, therefore, should be focused on theoretical aspects to discuss and grasp the profoundness of etiquette culture is given priority to, and, in order to change the status quo of less in-depth discussion etiquette theory, university of etiquette education can rely on and with the aid of already has a high cultural level and strong theoretical knowledge of college students. Of course, other aspects need to be considered besides the focus. For example, etiquette education in primary and middle schools focuses on the operation level, but at the same time, students can and should make a proper degree of dabbling in the theory level, so that they can "know what they are doing" on the basis of "knowing what they are doing". On the contrary, university etiquette education focuses on the theoretical level, while at the same time, it can and should contain some content on the operational level. For example, university students need to apply for a job after graduation, so the etiquette of job-hunting, of course, should be the subject of etiquette education.

Of course, in addition to the above three issues, there are also some other issues on school etiquette education, such as teachers, development imbalance, etc. However, the three issues here are related to the overall situation of school etiquette education, which seems more urgent. We believe that these problems will definitely attract attention and attention and will be solved as soon as possible, because school etiquette education is the trend, and it has become the consensus of our society to comply with and promote this trend.

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Essay代写：Education technology innovation

下面为大家整理一篇优秀的essay代写范文- Education technology innovation，供大家参考学习，这篇论文讨论了教育技术创新。教育技术创新是教育创新的有机组成和重要方式，是信息技术与教育的互动融合，具有信息技术和教育的双重属性。技术创新哲学认为，技术创新是创新主体的创新认知与创新实践相互作用的动态过程，是创新体本质力量对象化的活动过程。因此，从教育技术创新主体与教育客体相互作用的角度，阐释信息技术、教育和社会之间的关系，可以把握教育技术创新的本质。

Education technology innovation is the interactive fusion of information technology and education, with the dual attributes of information technology and education. To discuss the nature of education technological innovation, we can not only summarize the experience and lessons of education technological innovation activities, but also seek inspiration from the philosophy of technological innovation. The philosophy of technological innovation holds that technological innovation "is the dynamic process of the interaction between innovation cognition and innovation practice of innovation subject" and "the activity process of the objectification of the essential force of innovation body". Therefore, from the perspective of interaction between education technology innovation subject and education object, this paper explains the relationship between information technology, education and society, and can grasp the essence of education technology innovation.

First of all, education technology innovation is the process of shaping "new information technology" to meet the needs of education. In fact, information technology must be remade in the specific education environment according to education requirements to truly integrate into education relationship and become a component of education. For example, "it is difficult to develop a new 'product' in teaching technology without trial and error and improvement on the front line of teaching. It is difficult to design a new method which is not tested repeatedly on the front line of teaching. It is difficult to put forward a new model that is not widely observed and followed for a long time without the first line of teaching. It can be seen that education technology innovation is the process of shaping "new information technology" according to education needs.

Secondly, education technology innovation is the process of building "new education" for the development and utilization of information technology. Education technology innovation is not only the behavior of an innovative individual and technical group, but also the collective action of many education organizations. It is not only affected by information technology, but also constrained by education system. There are not only education factors, but also education relationships that are interactive. In this process, education technology innovation constructs "new education" through the development and utilization of information technology. Information technology does not play a role in education in isolation, but is integrated into education elements such as teachers, students and education contents, which is reflected in every aspect of education relationship and education environment. Therefore, information technology, with its own characteristics and functions, has gradually become a factor of education, constantly influencing teaching activities and strongly promoting education development. If education technology innovation is regarded as a process, then the result is to achieve the novel education form - information-based education.

Finally, education technology innovation is the dynamic shaping process between information technology and education, and is the result of collaborative evolution and creative combination of information technology and education. "Creativity is the essential characteristic of the subject different from other animals, and it is the manifestation of the essential power of the subject, that is, the process of the subject producing new results of social value in the process of transforming the object." The creativity of education technology innovation includes the creativity of knowledge, the creativity of information technology and the creativity of education. Among them: cognitive creativity refers to overcoming the thinking pattern of education application of information technology and improving the effect of education application of information technology; The creativeness of information technology refers to designing and developing information technology in a new way beyond the habit of designing and developing information technology. The creativity of education means to overcome the resistance of education environment to education technology innovation and guide education to adopt the innovative application of education technology. After the creative dynamic shaping between information technology and education, information technology is no longer the original information technology, but the information technology that needs to be changed for education. Education is no longer the original education, but education developed through the innovation of information technology.

The creative dynamic shaping of information technology and education is not formed "spontaneously", but the result of education technology innovation subject understanding and transforming education object with the help of specific intermediaries. Among them, education technology innovation subject refers to the individuals and organizations engaging in education technology innovation activities with innovation ability. Education technology innovation object refers to education object under the action of education technology innovation subject; Education technology innovation intermediary refers to the method of transforming education object adopted by education technology innovation subject.

In the process of technological innovation of education, the innovation subject constructs education object and innovation intermediary, which is an active factor. And education object and innovation medium restrict innovation subject, make innovation subject must follow the law of education object. Education technology innovation subject and education object depend on each other and interact with each other. On the one hand, education technology innovation subject knows the attributes, essence and laws of education object, which lays a foundation for carrying out innovation behavior. On the other hand, education technological innovation subject changes the physical form of education object to meet education needs as much as possible. Therefore, from the perspective of interaction between innovation subject and education object, education technology innovation is the unification of innovative practice, innovative cognition and innovative evaluation.

First of all, the innovative practice is the material activity of education technology innovation subject transforming education object actively and creatively. In the process of education technology innovation, education object will not change according to education technology innovation subject. Therefore, the interaction between education technology innovation subject and education object manifests the practical relationship between transformation and transformation. Education technology innovation subject can better meet education needs only through practice, and constantly adjust and transform education object with their own intention, knowledge and skills. The innovative practice of education technology innovation constructs a new way of combining information technology and education. From the content of the activity, it is a practical activity that reflects education's need and makes the information technology change from potential form to obvious form. From the perspective of activity process, it needs to establish more efficient and effective information technology development system. From the activity results, it realizes the new transformation of matter, energy and information in education environment.

Secondly, innovation cognition is the reflection and construction of education object in education technology innovation subject in thinking. "Technological innovation activities are a 'flow' that constantly produces knowledge and continues to evolve." "In this process, no readily available knowledge can be used and new knowledge must be generated. Therefore, education technology innovation is a process of applying existing knowledge and generating new knowledge, and an innovative cognitive process. In the process of technological innovation of education, innovative cognition and innovative practice go hand in hand and interact with each other. Innovative cognition is based on and directed by innovative practice. Therefore, the fundamental task of innovation cognition is to put forward "what to innovate" and "how to innovate" of education technology on the basis of understanding education needs and information technology characteristics.

Finally, innovation evaluation is the recognition of education technology innovation subject on education object's value in economy, technology, education and culture. Different from understanding what education object "is", innovative evaluation focuses on revealing and constructing the value of education technological innovation. The innovative evaluation activities run through the whole process of education technology innovation, including the feasibility evaluation of the technical scheme, prototype evaluation in the development stage and effect evaluation in the application stage. It is carried out under the conditions of incomplete information, time extension and diversity of goals, and it is highly creative. Only through the innovative evaluation activities, the education technology innovation subject's thought, purpose and belief and other values can act on education object and promote the realization of the innovation goal.

In education technology innovation, innovative practice, innovative cognition and innovative evaluation always interact and depend on each other. Among them, "innovative practice, as the main and fundamental content, relies on innovative cognition to provide it with sufficient knowledge base, and needs innovative evaluation to provide it with appropriate target direction." Therefore, in technical innovation of education, innovative practice is the fundamental, innovative cognition is the foundation, and innovative evaluation is the soul. Education technology innovation content is made up of the three.

Every piece of information technology is created to meet some kind of need. "Technology is an expression of need and value, and through the instruments we make and use, we express our hopes, fears, intentions, aversions and hobbies. Technology has always been the point of effective combination of fact and value, knowledge and purpose. Education technology innovation always contains unique value content, providing new value concept to education. Whether it is the dynamic shaping of information technology and education, or the interaction between education technology innovation subject and education object, the essence is the creation of value.

"Value is not an entity category, but a relationship category." The value of education technology innovation can be fully grasped only by analyzing the many relations of education technology innovation and the value load of various relations. The relationship between education technology innovation is complex and networked, among which the most fundamental is the relationship between education technology innovation and information technology, education and society.

First of all, from the relation with information technology, education technology innovation shows the tool value of information technology. Among education technology innovation, the most direct relationship is with information technology. From the perspective of technology philosophy, information technology exists in a systematic way. "The structure of the whole and the parts of the technology is a static combination that generates feedback effects," and "each level is contained by a higher level, and each higher level depends on the lower level it contains." Therefore, from the relationship with information technology, the value of education technology innovation is reflected in the value of tools in information technology. Specifically, it includes constructing the low-level information technology elements contained in education technology innovation, integrating into the higher-level information technology network subordinated to education technology innovation, and generating competitive or cooperative relations among the same level of information technology.

Secondly, from the relationship with education, education technological innovation is manifested as education value to teachers and students. Among the many relationships of education technology innovation, the most fundamental one is education relationship with teachers and students. Education technology innovation is not only reflected in the application of information technology, but also necessarily contained in education relationship. Therefore, from the relationship with education, the value of education technological innovation is reflected in the conversion of material, energy and information in the whole education ecosystem, the construction of a new teacher-student relationship, the shaping of a new education form and the formation of a new education model.

Finally, education technological innovation shows its social value to people from the perspective of its relationship with society. "The development and application of modern science and technology with computer and network technology as the core will have a significant impact on contemporary society once it permeates all fields of society." Among the many relationships of education technology innovation, the most hidden one is the relationship with society. From the perspective of social psychology, education technological innovation is an integral part of social development. Education technological innovation process "must interact with society, and must achieve a balance between various relevant social groups and social organizations". Therefore, from the perspective of its relationship with society, education's value of technological innovation is reflected in the construction of social relations, that is, improving social relations by means of information technology.

In summary, education technology innovation is an innovative activity for education, between information technology, education and society. Its nature is the dynamic shaping of information technology and education creativity. Its content is the unification of innovative practice, innovative understanding and innovative evaluation. Its value is the integration of tool value, education value and social value.

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