What are the levels of instructional design, and the six levels of instructional objectives

Bloom. Put the cognitive area of teaching goals.

It is divided into six levels: knowing, understanding, applying, analyzing, evaluating, and creating.

Knowing – the recollection of information;

comprehension – interpreting information in one's own words;

Application – applying knowledge to new contexts;

Analysis – breaking down knowledge and finding connections between parts;

Evaluation - judging according to certain criteria;

Creation – combining the individual components to form a new whole.

Knowledge and Skills Goals: What to know, what to understand, and what to use. Process & Method Objectives:

What to experience, what to experience, what to master. Emotions, Attitudes, ValuesGoals: What to like, what to love, what to pursue.

Knowledge and skills, processes and methods, and emotional attitudes and values are interpenetrating and inseparable as an organic whole. Knowledge and skills goals are the starting point of the three-dimensional goal and are the minimum requirements for student learning. Process and method objectives are the support of the two goals of knowledge and skills, emotional attitudes and values, without process and method objectives, the first two goals will become water without a source and a tree without roots, and it is impossible to meet the requirements of teaching objectives.

The teaching design is divided into three levels: the level centered on "product", the level centered on "class-based slag hall", and the level centered on "system". Teaching design refers to the strategy of teaching process, teaching content, teaching organization form, teaching method and teaching hand that needs to be used by teachers according to the principles of education and teaching, the principles of teaching art, in order to achieve the teaching objectives and according to the cognitive structure of students.

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.

1. Lesson plan.

The curriculum plan, also known as the teaching plan, is a guiding document on education and teaching formulated by the national education authority. The Soukong Curriculum Plan is at the highest level of curriculum design, because it is a guiding document formulated by the state and a guiding document for all types of schools at all levels to carry out educational work. The lesson plan consists of 4 main sections:

1) the setting of teaching subjects, which is the central and primary issue of the curriculum plan;

2) discipline order;

3) Allocation of class hours;

4) Academic year and school week arrangement.

In addition, we also need to pay attention to the fact that there is a special stage of the curriculum plan, that is, the curriculum plan of the compulsory closed education stage, and the curriculum plan of the compulsory stage has three characteristics: mandatory, universal and basic.

2. Curriculum standards.

Curriculum standards are formulated according to the curriculum plan, so it can be said that the curriculum standard is the concretization of the curriculum plan, and it is a guiding document for the teaching content of each subject in the curriculum plan in the form of an outline. The course standards consist mainly of 5 parts:

1) Introduction; 2) course objectives;

3) content standards;

4) implementation recommendations;

5) Appendices. At the heart of these are the course objectives.

3. Textbooks and textbooks.

Textbooks and textbooks are materials for teachers and students to carry out teaching activities, including books, handouts, lecture outlines, reference books, activity guides, and various audio-visual materials. There are two main ways to arrange textbooks:

1) The linear textbook structure is to arrange the textbooks according to the logical system of knowledge itself, and the content will not be repeated.

2) The spiral structure is to arrange the content of the same topic to be repeated at different stages of the textbook according to different levels of depth and breadth. Teaching materials should be designed according to three principles: the principle of directionality, the principle of completeness and the principle of appropriateness.

After these years of teaching experience, there are some gains, the most important thing is to see some achievements of peers, envy at the same time, but also reflect on their own experience, so sort out these four levels, and then continue to improve.

Level 1: Teaching knowledge and skills, which is the most basic responsibility. This is actually very easy to understand, and it seems that many people think that a teacher should do his job well.

But in fact, on this point, it is also divided into good and bad work, which is in another**, digital** art test, which specializes in analyzing in-class teaching and extra-curricular organization.

Level 2: Sharing of experience and vision, which is a core element of a teacher's respect for students. At this level, it is the starting point for the teacher to establish in the minds of the students, and the previous knowledge explanation, according to the script, does not have too much content, and if the propaganda is too slippery, it will make the students feel that they are not pragmatic enough.

Next, the sharing of experience and vision, this is the dry goods, there are goods and can be said, this is the key.

At the fourth level, the teacher builds a platform for his own organization, which is a platform for students and teachers to research and create together, and this platform can include the first three.

In fact, take a look at these four levels, many good schools, in fact, they have done it, we are still hovering at a low level for a lot of time in front of us, of course, since this problem is considered a good spine, then we should no longer pay attention to the low level of the past or the current situation, this concern is actually meaningless, more should focus on the future development.

Answer]: The course design is roughly divided into three levels: (1) the course of Hongyin Yuhuiguan does not dismantle the reputation of the work; (2) Meso's design of the course answer;3) Micro course juice work.

Summary. Hello dear, the design of a course belongs to the macro course design work, the meso course design work, and the micro course design work. Three-level design.

Hello dear, the design of a course belongs to the macro course design work, the meso course design work, and the micro dust imitation course design work. Three-layer fiber dispatch design.

Hello dear, and like the course design words include: lesson plans, curriculum standards, textbooks and textbooks. Lesson plans are also called lesson plans.

Curriculum design is all about planning and arranging all aspects of the curriculum. Curriculum design is one of the most important areas of curriculum theory at the application level, and a theory of curriculum design often comprehensively involves various fields such as curriculum purpose, course content, curriculum structure, curriculum evaluation, etc., and puts forward specific views, propositions, and procedures and methods to realize these views and propositions in each of them. The curriculum design should address the basic philosophy of the curriculum.

It includes the value of the course, the fundamental purpose of the course, the main tasks of the course, the basic structure of the course, and so on. Whether it's for a specific course or a larger course structure, these questions must be made clear. For example, in micro design, it is generally said that the overall objectives of the curriculum and the subject objectives are not involved, that is, they are basically carried out under the premise of accepting and recognizing the existing objectives.

Therefore, the three levels also need to be subdivided. And changes in our way of thinking, our basic habits, our conceptual attitudes, and our enduring interests, all of which are slowly formed. There is also continuity, sequentiality, integration.

Finally, I wish you a happy life.