What are the basic methods of instructional design? First, the basic concept of instructional design.
A good teaching design scheme must embody modern teaching ideas;
Teaching view usually refers to the relatively stable view of educators on some major educational phenomena, problems or events, which reflects the educational value orientation of educators.
Contemporary education reform is oriented by the change of teaching concept, so changing teaching concept has become the primary problem that every educator must face.
At present, the teaching concept that must be established is:
1. Concept of quality education
① All-round and all-round development: constructing the training goal of quality education from three aspects and seven basic qualities.
Three aspects are: physics, psychology and cultural science;
The seven basic qualities are: physical quality, psychological quality, moral quality, cultural quality, aesthetic quality and labor quality;
The seven basic qualities are divided into four levels:
The first level: physical quality;
The second level: psychological quality;
The third level: moral quality, cultural quality and aesthetic quality;
The fourth level: labor quality and communication quality.
② Admit the differences, teach students in accordance with their aptitude and develop their personality;
Everyone's subjective initiative is different, so the difference between people is absolute.
Students at different levels are required to improve and develop on the original basis through effective teaching. At the same time, develop potential and personality;
③ Pay attention to cultivating students' innovative spirit and practical ability.
In teaching, we should strive to create a lively, active, equal and harmonious teaching atmosphere and teaching scene for students;
④ Cultivating students: Learn how to learn how to study, how to live, how to be a man and how to survive.
Learn to learn: mainly to master learning methods and learning strategies to lay a good foundation for lifelong education;
Learn to live: mainly cultivate students' ability to live independently, operate, communicate and live healthily, so as to lay a good foundation for adapting to modern social life;
Student life: pay attention to cultivating students' ideological morality and patriotic sentiments, and be law-abiding, civilized and polite modern citizens;
Learn to survive: pay attention to cultivating students' ability to adapt and transform the environment.
2. Systematic method view
The so-called systematic method is a scientific method to examine the research object in a systematic form according to the systematicness of things themselves. That is, from the system point of view, it is a scientific method to investigate and deal with the research object from the relationship between the whole and the parts (or elements), between the parts, and between the whole and the environment, so as to realize the overall optimization of the system and obtain the maximum function of the system.
The teaching process is a system, which consists of teachers, students, teaching contents, teaching means and teaching methods.
The application of systematic method in instructional design has the following three characteristics:
(1) Integrity:
That is, all the elements and links of teaching are interrelated, interactive and indispensable. Therefore, it is required that all elements in the teaching system must be matched and compatible, and the best combination can be achieved in order to produce the greatest function. Overall effect? In this way, the teaching system can achieve the best expected goal.
Therefore, one of the purposes of teaching design is to analyze the interaction between the elements of the system, coordinate the connection and combination between the elements, and make the system function get the best play. Therefore, the process of instructional design is the process of configuring and combining the elements of the system according to their internal relations.
② Orderliness:
The orderliness of teaching system means that teaching should be carried out in an orderly and step-by-step manner in combination with the logical structure of subject content and the physical and mental development of students, so as to facilitate the realization of teaching objectives.
The order of teaching system includes not only the logical order of knowledge teaching, but also the order and level of ability teaching and emotional teaching. This is not only reflected in teachers' teaching activities, but also in students' own learning, not only in classroom teaching, but also in other teaching activities, that is, throughout the whole teaching process.
③ Optimization:
Optimization refers to the optimal function of the whole system, not the elements of the system? Is everything all right? .
Optimization emphasizes the work plan of designing reasonable input and obtaining the maximum possible output under the guidance of the right direction.
The realization of optimization depends on continuous improvement.
3. The concept of educational effectiveness
Educational output
Educational efficiency = ———————
input in education
Require reasonable input and maximum output.
Second, the basic concepts of instructional design
Teaching design refers to the process of systematically planning teaching activities by using systematic viewpoints and methods and following the basic laws of teaching process in order to achieve the expected teaching goals.
(1) The design process specifically includes:
1. Analyze learning needs;
2. Determine the teaching objectives;
3. Design the solution;
4. Implement, feedback and adjust the solution, and then implement it until the expected teaching goal is achieved.
(2) The design elements specifically include:
Teaching objects, teaching contents, teaching objectives, teaching strategies, teaching media, teaching evaluation and other basic elements.
(3) The theoretical basis of instructional design is:
Modern teaching theory, learning theory, information dissemination, educational technology and systematic scientific methods.
(D) the relationship between teaching design and the preparation of lesson plans:
Is the relationship between inheritance and development.
(five) the main purpose of promoting teaching design:
1. Improve classroom teaching efficiency and teaching effect;
2. Improve teachers' professional quality and teaching skills;
3. Promote the deepening of teaching research and teaching reform.
Thirdly, teaching design must follow the basic laws of the teaching process.
1. The contradiction between students and teaching contents (textbooks) is the main contradiction in the teaching process;
The basic task of teaching is to help students master the knowledge and skills in textbooks, transform the intellectual factors condensed in knowledge into individual abilities and intelligence, and transform the ideas, morals and concepts contained in knowledge into individual concepts and psychological qualities, so as to gradually complete the tasks of education, training and development in the teaching of various subjects.
2. The teaching process is a dialectical unity process in which teachers and students become subject and object.
One is Dewey's? Student-centered theory? Emphasize the role of students' internal factors in the learning process and ignore the role of external factors;
One is Herbart's? Teacher-centered theory? , emphasizing the absolute leading role of teachers in the teaching process, ignoring the main position of students. (This teaching concept is still quite common in China. )
In the process of teaching, students are the object of teaching and the subject of understanding; Teachers are not only the main body of teaching, but also the designers, organizers, guides, consultants and evaluators of teaching.
Should we pay attention to abandoning the screen at present? Injection? 、? Full house irrigation? Teaching methods and? Teacher first? 、? Pay more attention to teaching than learning? 、? Re-indoctrination and light enlightenment? The teaching concept of.
The correct way is to pay attention to the design of both teachers' teaching and students' learning.
3. The teaching process is the unity of cognitive activities and intentional activities that students participate in wholeheartedly;
According to psychology, all human psychological activities are composed of two parts, one is intentional activity and the other is cognitive activity.
The psychological characteristics of people's cognitive activities are called intelligence factors, which mainly include: memory, attention, observation, imagination and thinking;
The psychological characteristics of people's intentional activities are called non-intellectual factors, which mainly include: emotion, motivation, will, interest and hobby; Non-intelligence factors constitute psychological conditions in the teaching process.
Some scholars have proved that: ① non-intelligence factors are positively correlated with students' academic performance; ② The lower the grade, the greater the correlation coefficient; (3) Non-intelligence factors play a greater role in students with medium or low intelligence level.
Teaching design should not only attach importance to developing students' intelligence factors, but also attach importance to mobilizing and cultivating students' non-intelligence factors.
4. Teaching process is the unification of internalization and externalization of knowledge, skills and emotions.
Internalization means transforming external objects into internal subjects. The process of internalization is the process of information input, processing and storage.
The internalization of knowledge refers to the transformation of external knowledge structure into cognitive structure in students' minds (mode: assimilation and adaptation);
The internalization of skills refers to the transformation of external practical operations into intellectual operations in students' minds.
The internalization of emotion is the formation and development of non-intellectual psychological quality.
The internalization of knowledge and skills is always accompanied by the internalization of family ties. Ignoring the internalization of emotion in the teaching process does not meet the requirements of quality education.
Dominance is what transforms the internal subject into the external object. That is, information extraction, application and migration.
The externalization of teaching process is essentially the process and result of students using their learned knowledge, skills and emotions to solve practical problems.
If explicit teaching is neglected, feedback information cannot be obtained and effective feedback and regulation cannot be carried out.
The relationship between internalization and externalization is that internalization is the basis of externalization and externalization is the reflection of internalization.
Should teaching design change traditional teaching? More understanding than intention? 、? Pay more attention to the subject position than the subject? 、? Heavy internalization and light externalization? Prejudice.
Note: Teaching design must proceed from reality, seek truth from facts and stress practical results;
1. Proceed from the reality of the teaching object;
2. Proceed from the reality of the teaching environment;
3. We should proceed from the reality of teachers' own conditions.
Fourth, the basic principles of instructional design
1. Goal-oriented principle
In teaching design, teaching objectives play a guiding role.
Teaching objectives mainly have three guiding functions:
(1) Orientation function of the goal: make students focus on the problems related to the goal;
② Goal motivation: it can stimulate and guide students' learning motivation, interest and intention;
(3) The standard function of the goal: first, the goal becomes the scale to test the teaching effect; First of all, in turn, the teaching effect becomes the basis for evaluating the rationality and appropriateness of teaching objectives, so as to adjust the objectives.
2. The principle of overall optimization of teaching structure
In teaching design, the structure of the teaching process is required to have the quality of overall optimization. In order to do this, we must grasp the main contradictions in the teaching process, analyze the mutual relationship and interaction mode between the elements, make the elements in the teaching process cooperate organically, and thus obtain the best overall teaching effect.
In the actual teaching process, various elements are constantly changing, which must be examined with a dynamic and comprehensive perspective. Each element will produce a certain force, but the force that leads to the final teaching effect is not the simple sum of the forces of each element, but the relationship between each element? Together? . This is an important principle that teaching design must follow.
It is the main task of teaching design to make good use of all positive factors, overcome unfavorable factors and strive for the greatest synergistic effect.
3. The principle of systematic order in teaching activities
Systematic and orderly teaching activities refer to teaching in an orderly and step-by-step manner by combining the logical structure of subject content with the physical and mental development of students, so as to facilitate the realization of teaching objectives.
Teaching order includes not only the logical order of knowledge teaching, but also the order and level of ability teaching and emotional teaching.
Teaching order is not only reflected in teachers' teaching activities, but also in students' own learning. It should not only run through classroom teaching, but also run through other teaching activities, that is, the whole teaching process.
4. Feedback control principle
In order to make the teaching process orderly and achieve the expected goal, it is necessary to effectively control the teaching process, correct the deviation in time and take remedial measures.
The control method of teaching process in instructional design is mainly through information feedback between teachers and students (pre-feedback, immediate feedback and delayed feedback).
Five, the basic content of teaching design
The basic content of instructional design includes three parts and eight basic elements, as shown in the following figure:
1. Analysis of teaching objects
Key points of analysis:
① Analyze the students' basic knowledge and skill level, and provide the basis for determining the teaching emphasis, difficulties and selecting teaching methods;
② Analyze students' cognitive psychological characteristics and cognitive development level, including psychological factors such as emotion, motivation, interest and will, as well as learning ability and intellectual development level, so as to provide basis for setting teaching objectives;
③ Analyze the social background, including students' life experiences and the possible positive and negative effects of social and family influences on teaching, so as to take remedial measures in the teaching process.
2. Analysis of teaching content
Key points of analysis:
① Analyze the characteristics of teaching content and the position and function of this part in the whole content;
② Analyze the scope, depth, key points and difficulties of this teaching content to meet the needs of multi-level students;
③ Analyze the intellectual and emotional factors contained in knowledge to help students master knowledge and skills and develop their intelligence.
3. The formulation of teaching objectives
Teaching objectives mainly describe the expected changes of students' thoughts, emotions and behaviors through teaching.
(1) The formulation of teaching objectives should be based on the requirements of the syllabus, with special attention to the integrity, operability and suitability of the objectives.
(2) the formulation method of teaching objectives:
(1);
② Expression of standards and constraints.
Attention: ① Teaching objectives should be decomposed step by step (such as curriculum objectives, unit objectives, class objectives, etc.). );
② Distinguish between teaching objectives and requirements, teaching process and learning results.
4. Selection of teaching strategies
Teaching strategy refers to thinking, planning and strategies to achieve teaching objectives.
Teaching strategies are classified according to different emphases.
The specific teaching strategies are:
① Traditional receptive teaching strategies;
(2) Bruner's discovery teaching strategy;
③ Skinner's teaching strategy of procedural law;
(4) Bloom's mastery learning teaching strategy;
⑤ babanski's optimized teaching strategy;
⑥ Questioning teaching strategies;
⑦ Creating situational teaching strategies;
8 feedback and correction of teaching strategies, and so on.
The design of teaching strategies specifically includes:
① Dividing teaching units and class hours, organizing teaching contents and designing teaching order;
(2) Choose the form and method of teaching organization;
③ Combination of teaching media.
5. Divide teaching units and class hours, organize teaching contents and design teaching order.
In teaching design, we should pay attention to solving the following problems:
① Choose teaching content according to teaching objectives; (Teaching content is not equal to teaching material content)
② The capacity, depth and breadth of teaching content should be appropriate;
③ The focus of teaching content should be clear, and students' attention should be focused on the main content;
(4) Clarify the difficulties of teaching content and design methods to solve and check the difficulties;
⑤ The organization, arrangement and presentation of teaching content should be arranged according to the logical structure of knowledge and students' cognitive order.
⑥ Carefully design the quantity and quality of exercises, as well as the ways and methods of exercises.
6. Selection of teaching organization forms and methods
General teaching organization forms are:
(1) collective teaching;
② Group study;
③ Individualized teaching.
General teaching methods are:
Lectures, exercises, lectures, exercises, experiments, charts, comparisons, inspirations, questioning method, analogy, procedures, mastering learning, discovery, discussion, inquiry, autonomy and so on.
The choice of teaching methods mainly depends on different classes, different teaching objectives, different teaching contents, teaching equipment and conditions, the actual situation of students and the quality and conditions of teachers themselves.
7. Combination and application of teaching media
Teaching media refers to the means or tools to display information in the process of spreading knowledge or skills.
Traditional teaching media include: books, languages, blackboards and pictures;
Modern teaching media include: audio recording, video recording, projection, computer, multimedia courseware and so on.
Rational use of combined media is an important measure to realize teaching optimization.
In teaching design, the requirements for the use of teaching media are:
① Traditional media and modern media must be organically combined to achieve the best results;
② The use of media must be timely, appropriate, moderate and effective.
8. Design of formative evaluation and summative evaluation
1. Formative evaluation: it is a process evaluation. The purpose is to diagnose the problems existing in the teaching process, correct the shortcomings in teaching in time, and successfully complete the teaching objectives.
Formative evaluation usually includes questions, discussions, exercises, tests, questionnaires, observations and individual conversations.
2. Summative evaluation: it is a phased evaluation and a targeted reference evaluation. Its purpose is to test the achievement of teaching objectives.
Summative evaluation generally includes: unit exam, semester exam, school year exam, etc. (give grades or grades).