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Instructional design is an idea and scheme to arrange the teaching elements in an orderly way and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.
Instructional design has the following characteristics
First, teaching design is a plan to transform teaching principles into teaching materials and teaching activities. Teaching design should follow the basic laws of teaching process, choose teaching objectives and solve the problem of what to teach.
Second, teaching 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.
Thirdly, 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.
Fourthly, 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.
Principles of teaching plan design
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.
Procedural principle: 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.
Feasibility principle: To make teaching design a reality, two feasible conditions must be met. 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. Instructional design should be able to guide concrete practice.
Feedback principle: the evaluation of teaching effect can only be based on the changes before and after the teaching process and the scientific measurement of students' homework. The purpose of evaluating teaching effect is to get feedback information so as to revise and perfect the original teaching design.