Essentials of instructional design, what does instructional design include?

Teaching design includes teaching content (teaching topics), teaching objectives, teaching focus, teaching difficulties, board design (including presentations), main teaching methods, teaching tools, time allocation at each stage, teaching process (five links), teacher activities, student activities, design intentions at each stage, post-class evaluation and reflection, etc.

Instructional design should start with "why learn" to determine students' learning needs and learning goals.

According to the learning objectives, further determine which specific teaching content will be used to improve learners' knowledge and skills, processes and methods, emotional attitudes and values, so as to meet students' learning needs, that is, determine "what to learn".

What strategies should be used to achieve specific learning objectives and enable students to grasp the required teaching content, i.e. "how to learn".

It is necessary to conduct a comprehensive evaluation of the effectiveness of teaching, and modify the above links according to the results of the evaluation to ensure that students' learning is promoted and successful teaching is obtained.

Classroom teaching design mainly includes:

Analyze and understand the Curriculum Standards, analyze textbooks, analyze students, set teaching objectives, determine teaching difficulties, select teaching resources and supplementary materials, select teaching methods and methods, arrange teaching processes, design teaching activities, etc.

Analysis and understanding of the Curriculum Standards: The National Curriculum Standards are the basis for the development of teaching materials, teaching, assessment and examination propositions, and are the basis for national management and evaluation of the curriculum. It should reflect the basic requirements of the state for students at different stages in terms of knowledge and skills, processes and methods, emotional attitudes and values, stipulate the nature, objectives and content framework of each course, and put forward teaching and evaluation suggestions.

Analyzing textbooks is an important part of classroom teaching design.

This story also tells us that the same thing, from different angles, can see different results, and do not artificially limit students' thinking in the teaching process.

1. Design teaching objectives.

It mainly includes process goals and outcome goals, which are divided into knowledge and skills, process methods, emotional attitudes and other aspects.

In particular, when designing teaching objectives, it is necessary to design teaching objectives from different aspects such as knowledge and skills, process methods, emotional attitudes and values, and consider short-term goals, long-term goals, and longer-term goals.

2. Conduct learning task analysis.

That is, the analysis of students' starting point, the analysis of students' main cognitive impairments and possible cognitive pathways, the analysis of the focus, difficulties and key points of teaching content, and the analysis of the main ways and methods to achieve goals.

There are two important issues here: one is to focus on the basis of students' experience, and the other is to have a correct understanding of the textbook. For the former, it means that we should not only consider the characteristics of the discipline itself, but also follow the psychological laws of students' subject learning, and take students' personal knowledge, direct experience and the real world as important resources for classroom teaching.

3. Design teaching ideas and teaching links.

Consideration is given to the specific teaching process, including the scenarios created, the clues to the activities, the questions that students may ask, and where possible, the design description.

Under the new concept, there are usually two basic modes of classroom teaching in primary and secondary schools, one of which is discovery, and the other is meaningful acceptance.

Teaching objectives, teaching focus, teaching difficulties, board design, main teaching methods, teaching tools.

A complete instructional design should include teaching content, teaching objectives, teaching difficulties, teaching preparation, teaching process, board design, and post-class reflection. Among them, the teaching process includes the introduction link, the presentation of new knowledge, the practice link, the knowledge expansion and consolidation link, and the summary link.

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.

Purpose of teaching:

The purpose of education is to train the educated person to become a person of certain social needs. The purpose of education is determined in accordance with the requirements of the political, economic, production, cultural, scientific and technological development of a certain society and the physical and mental development of the educated. It reflects the requirements of a certain society for the educated, is the starting point and ultimate goal of educational work, and is also the basis for determining the content of education, selecting educational methods, and inspecting and evaluating educational effects.

The relationship between the purpose of education and the purpose of teaching is universal and particular. The purpose of education is the general requirement of the state to cultivate what kind of talents, and to reflect the general needs of members of society in education. The purpose of teaching is the requirement in the field of teaching to achieve the purpose of education, and it reflects the needs of the teaching subject.

The purpose of education guides the purpose of teaching, and the purpose of teaching is necessarily subject to the purpose of education. In general, the purpose of education is transformed into the purpose of teaching, so that the needs of society are concretized into the needs of the teaching subject.

Teaching design: It generally includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.

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

Instructional design has the following characteristics:

First, instructional design is the plan for translating teaching principles into instructional materials and instructional activities. Instructional design should follow the basic rules of the teaching process and select teaching objectives to solve the problem of what to teach.

Second, instructional design is a planning and decision-making activity to achieve teaching goals. Instructional design is a form of planning and layout arrangement, which makes creative decisions about how to achieve instructional goals and solves the problem of how to teach.

Third, instructional design is guided by a systems approach. Instructional design regards all elements of teaching as a system, analyzes teaching problems and needs, establishes a procedural outline for solutions, and makes the teaching effect optimal and informed.

Fourthly, pedagogical design is a technical process that improves the efficiency and interest of learners in acquiring knowledge and skills. Instructional design is an integral part of educational technology, and its function lies in the use of a systematic approach to design the teaching process and make it an operational program.

Purpose: It is to improve teaching efficiency and teaching quality, so that students can learn more knowledge in a unit time, and greatly improve students' abilities in all aspects, so that students can achieve good development.

Instructional design includes the following six links: instructional design in the preparation stage, instructional design in the perception stage, instructional design in the comprehension stage, instructional design in the consolidation stage, instructional design in the application stage, and evaluation design in the teaching process.

Instructional design has the following characteristics:

1. Instructional design is a plan to transform teaching principles into teaching materials and teaching activities: instructional design should follow the basic laws of the teaching process and select teaching objectives in order to solve the problem of what to teach.

2. Instructional design is a planning and decision-making activity to achieve teaching goals: instructional design makes creative decisions on how to achieve teaching goals in the form of planning and layout arrangement, so as to solve the problem of how to teach.

3. Instructional design is guided by a systematic approach: Instructional design regards all elements of teaching as a system, analyzes teaching problems and needs, establishes a procedural outline for solutions, and optimizes the teaching effect.

Teaching Principles: Systematic Principles:

Teaching design is a system engineering, which is composed of the analysis of teaching objectives and teaching objects, the selection of teaching content and methods, and the teaching evaluation and other subsystems, which are relatively independent, interdependent and mutually restrictive, and form an organic whole. In the subsystems, the functions of each subsystem are not equivalent, and the teaching objectives play the role of guiding the other subsystems.

At the same time, the teaching design should be based on the whole, and each subsystem should be coordinated in the whole teaching system, so that the whole and the part are dialectically unified, and the analysis of the system and the synthesis of the system are organically combined, so as to finally achieve the overall optimization of the teaching system.

Procedural Principles:

Instructional design is a system engineering, and the permutation and combination of subsystems have procedural characteristics, that is, the 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 depends on and restricts the previous subsystem. According to the procedural characteristics of instructional design, the prescriptiveness and connection of the procedure should be reflected in the instructional design to ensure the scientificity of the instructional design.

Feasibility Principle:

For an instructional design to become a reality, two conditions must be met. First, it meets subjective and objective conditions. The subjective conditions should take into account the age characteristics of the students, the existing knowledge base and the level of teachers; Objective conditions should take into account factors such as teaching equipment, regional differences, etc.

Second, it is operable. Instructional design should guide specific practice.