Features:
1. Instructional design is a plan to transform teaching principles into teaching materials and activities. Teaching design should follow the basic laws of teaching process, choose teaching objectives and solve the problem of what to teach.
2. Instructional design is a planned decision-making activity to achieve teaching objectives. In the form of planning and layout, teaching design makes creative decisions on how to achieve teaching objectives in order to solve the problem of how to teach.
3. Instructional design is guided by systematic methods. The teaching design regards the teaching elements as a system, analyzes the teaching problems and needs, establishes the program outline of the solution and optimizes the teaching effect.
4. Instructional design is a technical process to improve learners' efficiency and interest in acquiring knowledge and skills. Teaching design is an integral part of educational technology, and its function is to design the teaching process in a systematic way to make it an operable process.
Purpose:
It is to improve the efficiency and quality of teaching, so that students can learn more knowledge in unit time, greatly improve their abilities in all aspects, and let students get good development.
Principles of teaching plan design:
1, systematic principle
Teaching design is a systematic project, which consists of subsystems such as analysis of teaching objectives and teaching objects, selection of teaching contents and methods, and teaching evaluation. Each subsystem is relatively independent, interdependent and mutually restrictive, forming an organic whole. In each subsystem, the function of each subsystem is not equal, and the teaching goal plays a role in guiding other subsystems.
2. Procedural principles
Instructional design is a systematic project, and the arrangement and combination of subsystems have procedural characteristics, that is, subsystems are arranged in a hierarchical structure in an orderly manner, and the former subsystem restricts and influences the latter subsystem, and the latter subsystem relies on and restricts the former subsystem.
According to the procedural characteristics of instructional design, instructional design should reflect the stipulation and relevance of its procedures to ensure the scientificity of instructional design.
3. Feasibility principle
There are two feasible conditions for teaching design to become a reality. First, it meets the subjective and objective conditions. Subjective conditions should consider the age characteristics of students, existing knowledge base and teacher level; The objective conditions should consider factors such as teaching equipment and regional differences. The second is operability. Teaching design should be able to guide concrete practice.