How to approach instructional design. What is Instructional Design

This mainly depends on the usual motivation and more teaching.

Teaching design is based on the requirements of the curriculum standards and the characteristics of the teaching object, the teaching elements are arranged in an orderly manner, and the appropriate teaching plan is determined and planned.

Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.

Instructional design is a planning process operation based on the analysis of teaching needs and problems, further determining the steps and plans to solve teaching problems, testing the effect of program implementation through evaluation and feedback, and revising and improving the program to optimize teaching.

Teaching design is the process of determining the appropriate starting point and end point of teaching according to the teaching object and teaching objectives, and arranging the teaching elements in an orderly and optimal manner to form a teaching plan.

It is a science that uses systematic methods to scientifically solve teaching problems, and it aims to optimize teaching effects and solve teaching problems. Specifically, instructional design has the following characteristics.

Focus on three-dimensional goal setting. 1. Knowledge and ability 2, process and method 3, emotional attitude and values.

In addition, we focus on the generative nature of teaching based on the needs of students.

The principles of teaching design are as follows: 1. Take teaching as the center and pay attention to the cultivation of students' learning ability. 2. Highlight cooperative learning.

3. Use a variety of information and resources. 4. Emphasize the evaluation of the learning process and learning resources. 5. Take problem-solving as the main line of learning, and determine teaching strategies and skills in a certain situation.

1) Effectively analyze the learning needs, learning content and student characteristics, formulate teaching objectives accordingly, and oppose empiricism.

1 Learning needs are the gap between the state of knowledge that students already have and the state of learning that they are expected to achieve, and this gap constitutes the overall teaching goal.

2. The learning content is the sum of the knowledge, skills and behavioral experiences that students are required to learn systematically in order to achieve the overall teaching goal. Particular attention should be paid here to the analysis of students' prerequisite skills and the mental process of students' learning of knowledge. In this way, it is conducive to avoiding the starting point of teaching too high, supplementing the knowledge structure, and adapting to the psychological mechanism of constructing knowledge.

3. Carefully analyze students' knowledge preparation, initial skills, learning interests and related experience, motivation, culture, society and other background factors, and effectively analyze students' characteristics.

By doing the above three points, the design of teaching objectives can be carried out rigorously under the guidance of theory, which is the starting point for improving the quality of teaching.

2) Teachers should conscientiously study and study the learning theories of many schools, and use theories to guide their own practice, so as to avoid the formalism of classroom teaching and avoid making classroom teaching go to the extreme of indoctrination or questioning.

3) Use ABCD method to write teaching objectives, so that the elaboration of teaching objectives is conducive to teachers' teaching and testing, and is conducive to students' learning and self-testing.

Modern educational technology believes that the purpose of teaching design is to obtain the optimized teaching effect, based on learning theory, teaching theory and communication theory, using systematic methods to analyze teaching problems, determine teaching objectives, establish strategies to solve teaching problems, evaluate the trial results and modify the process of program. For the first time, it elevates instructional design to the level of technology, and it is a powerful guide to our instructional design. Education, as an extremely complex job, is largely an art, but it should be a technology above all.

Only by putting the design of teaching, the implementation of teaching, and the evaluation of teaching into the scientific track can it be possible to seek art in the law and improve the quality of teaching to the greatest extent. Any theory can only play its due value when it is put into practice, and I hope that the author's attempt to analyze the current situation of teaching on the basis of this theory will inspire people and themselves.

1. The content selection should be fair.

The selection of teaching content should be determined according to the characteristics of knowledge, the intention of compiling teaching materials, the time required to complete the teaching task, and the actual situation of students. How do you choose the content of a lesson fairly? The first is to choose according to the arrangement of the textbook.

Usually we divide the knowledge of an exercise into several small paragraphs, each small paragraph is the teaching content of a lesson, the current mathematics textbook is arranged in this way, the teacher only needs to look at the new content of the textbook and the corresponding exercises when preparing the lesson, you can determine the teaching content of a lesson.

The second is to choose according to the difficulty of the knowledge. Generally speaking, the knowledge that is relatively simple and easy for students to accept and understand can be selected more content; For knowledge that is difficult for students to understand and grasp, because it takes a lot of time in teaching, the content should be appropriately reduced. When choosing the teaching content of a lesson, it should be treated on a case-by-case basis, and the teaching task can be successfully completed in a lesson and the knowledge taught is conducive to students' understanding and grasping.

2. Goal setting should be correct.

Correct objectives mean that the teaching objectives set should not only meet the requirements of the curriculum standards, but also meet the actual situation of students. Teaching objectives are the basis for designing the teaching process, the general guiding ideology of classroom teaching, the starting point of class, and the ultimate destination of classroom teaching. How do you develop a specific, clear and realistic teaching goal?

First of all, it is necessary to carefully study the teaching materials, combine the objectives and teaching content of the mathematics course, and formulate the teaching plan for this lesson: what knowledge should be mastered by students, what kind of skills and techniques should be formed, what proficiency level should be achieved, and what methods will be used to solve problems, etc., which is the goal of double base. The second is to consider what thinking skills should be cultivated through the teaching of these knowledge, which is the goal of thinking ability.

Thirdly, it is necessary to think about what kind of ideological education should be carried out for students and what good moral qualities should be cultivated through the teaching of this knowledge, which is the requirement for infiltrating ideological education. Finally, it is necessary to consider where to carry out innovative education for students, and how to cultivate students' innovative consciousness and creative ability, which is the requirement of innovative education and the most important goal of classroom teaching.

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.