How to implement task based instructional design in the classroom

Task-driven pedagogy.

Feasible steps for classroom teaching.

1.Form a reasonable study group.

The group size should be 5 8 people, and the group leader should be elected. There should be a general balance between groups in order to have a basis for competition. There are many variables that control group members, such as the student's gender, personality, interests, and cognitive abilities.

The level of learning must be thoroughly and meticulously investigated and studied by the students, so that they should have a good idea of it. Generally, the principle of "heterogeneity within the group and homogeneity within the group" is used for grouping, such as the combination of double excellent students and junior students, which is not only conducive to the transformation of junior students, but also conducive to promoting the flexibility of superior students, that is, the so-called "teaching and learning"; Students with different knowledge structures can learn from each other's strengths and weaknesses. Students with different cognitive styles work together to learn from each other while playing to their strengths, so that cognitive styles "reinforce each other".

2.Determine the requirements for the content.

The textbook of "Information Technology" in middle school has increased the number of components such as "theme activities", "** learning", "operation experience" and "knowledge link", which is completely insufficient to complete the content of the textbook for one lesson time per week for middle school information technology. Teachers should carefully study the "new curriculum standards", analyze the teaching materials, determine the teaching objectives, contents, key points, difficulties, and doubts, find the right entry point for teaching, and consider the psychological characteristics and hobbies of students.

3.Clever import of clear tasks.

After the task is determined, the teacher should explain the task to the students in detail and fully mobilize the students' enthusiasm for learning. For example, in the eighth grade of "Information Technology" on the focus on "experience the charm of animation", to fully mobilize the enthusiasm of students, the operation experience is a good example, the teacher should be like a trick to lead to the process of experience, requiring students to explore the reason, both simple and easy to lead to the topic, students also recognize their own tasks, estimate and do their best, naturally willing to complete the task.

4.Student Implementation Phase.

After explaining to the students what to do, the teacher cannot take the "duck style" and ignore it, the teaching organizer and implementer is the teacher, and the command and scheduling of teaching are still in the hands of the teacher. It is also necessary to let students know how to do it, guide students to think of ways and find a way, especially for students who have difficulties, to give necessary guidance, so that each student can successfully complete the task. At this stage, the teacher's identity as "instructor", "learning partner" and "navigator" is more obvious, and students construct the meaning of knowledge and skills in a friendly, harmonious and equal atmosphere.

Task-based language teaching means that in teaching activities, teachers should design specific and actionable tasks around specific communication and language projects, and students can complete the tasks through various forms of language activities such as expression, communication, negotiation, explanation, and inquiry, so as to achieve the purpose of learning and mastering language.

In the process of fulfilling the task, the task-based teaching method gives full play to the learners' own cognitive ability by participating, experiencing, interacting, communicating, and cooperating in the learning mode, mobilizes their existing target language resources, and perceives, recognizes, and applies the target language in practice.

Advantages of task-based teaching

1.Completing a variety of task activities helps to stimulate students' interest in learning.

2.In the process of completing tasks, the combination of language knowledge and language skills will help develop students' comprehensive language skills.

3.Encouraging students' active participation in language communication activities, inspiring imagination and creative thinking, and giving full play to students' subjective role.

4.Task-based teaching has a large number of group or duo activities, where everyone has their own task to complete, which can be better taught to the whole student.

5.The activities cover a wide range of topics and are informative, which helps to broaden students' knowledge.

6.Learning knowledge through activities and cultivating interpersonal communication, thinking, decision-making and adaptability are conducive to the all-round development of students.

7.In task-based teaching activities, under the inspiration of teachers, every student has the opportunity to think independently and actively participate, which is easy to maintain enthusiasm for learning and develop good study habits.

Task-based pedagogy is a learning-centered approach. This type of pedagogy focuses on the cognitive and psycholinguistic processes of second language teaching and seeks to provide opportunities for learners to engage in open-ended communicative tasks through meaning-focused activities in the classroom.

In the process of performing the task, learners pay attention to the meaning of language communication, make full use of the target language resources they have obtained, obtain the required information through communication, complete the task, and the learning process is to achieve the expected teaching goals along the open path.

The complete design of teaching activities mainly includes the following 6 links (parts):

1.design of teaching objectives; 2.instructional content design; 3.Teaching methods and pedagogical selection design; 4.instructional evaluation design; 5.board book design; 6 .Design of teaching ideas.

The content of each link:

1) Design of teaching objectives.

Teaching goals include the goals of teaching and the goals of learning. It is a goal that is finally achieved through the teaching of teachers and the learning of students. It is a very important part of instructional design.

2) Design of teaching methods.

Note that there is often more than one method of teaching in a lesson, and it is best to be specific to each sub-item or each knowledge point when designing the method.

3) Teaching evaluation design.

All evaluations in quality education should be the driving force for students to enter the follow-up study with the good attitude of a successful person, and it is by no means to find students' loopholes. To this end, in line with the purpose of motivation, in the teacher evaluation and self-evaluation, mutual evaluation, and multi-dimensional evaluation of parents, no matter what kind of activity is outstanding or progressive, different awards should be given, so as to reduce the psychological burden of horizontal comparison between students as much as possible, so that students can see their own progress and achievements, everyone can experience the joy of success, and constantly enhance self-confidence.

4) Board book design.

Board book design is an important part of teaching design, and whether the board book design is scientific and reasonable is directly related to the learning effect of students' relevant content. The board book should be able to summarize the key points of the undergraduate course so that students can understand it at a glance.

5) Design of teaching ideas.

Pedagogical design is a teacher's overall thinking about how to teach the determined teaching content and the promotion process, in which the focus is on the order of the teaching process. It generally includes the following aspects of work:

Design the time for teacher activities and student activities during the teaching process. Teacher activities mainly include: explanation, questioning, teaching aid demonstration, board book, etc.; Student activities include:

Students read books, ask questions (time can be flexible), discuss, practice, etc. Plan when and how much time you spend doing these activities.

Allocate time for each part of the teaching process. It takes about 3 minutes to introduce a new lesson, 25-30 minutes to teach a new lesson, and 3-5 minutes to summarize; Assignments are handled flexibly. Teaching should be carried out according to this schedule.

Design the time taken for each knowledge point;

The basic requirement for the design of teaching ideas is to make the whole classroom rhythmic and interlocking, and become an organic whole. Instructional design is an overall plan for teaching, and it is the premise to ensure the orderly and effective progress of classroom teaching. Therefore, it is important to pay full attention to it when preparing lessons.

Implementation plans for effective teaching and learning, and agreement on practical measures. Clarify the tasks of the stage, solidly organize all teaching and research groups, lesson preparation groups, and teachers to conscientiously implement them, and do a good job of information feedback and opinion collection in a timely manner to ensure the smooth progress of effective teaching reform.

In order to effectively implement instructional design, students must be organized in the classroom and then implemented with emotion.

1. Design teaching objectives according to curriculum standards and learning conditions, and determine that teaching objectives are the starting point for teaching design, which will run through and be reflected in the whole process of teaching design from beginning to end, and play a role in the soul;

2. According to the teaching objectives, integrate the teaching content, highlight the key points and difficulties, and after establishing the teaching objectives, the first thing to think about is the specific teaching content. On the one hand, it is necessary to make good use of the teaching materials, do a good job in analyzing the content of the teaching materials, and clarify the key and difficult points; On the other hand, it is necessary to integrate the school-based curriculum of the textbook content in combination with the school situation and learning situation, and add some learning content with the atmosphere of the times and reflecting the actual life of students;

3. According to the teaching content, formulate the teaching process of the teaching link, and formulate the teaching link in accordance with the teaching mode of each course type we have formulated, and constantly improve on this basis, and gradually form its own teaching characteristics and style;

4. Design appropriate learning situations and activities for each teaching link, only by creating appropriate learning situations and activities can students experience it, and then have insights under the guidance of communication and teachers, and achieve learning goals;

5. Reflect on the teaching value of teaching links and activities according to the teaching objectives, which is a process of rethinking one's own classroom teaching design.