What are the levels of instructional design?

There are three levels of instructional design.

Level 1: the psychological processing level of knowledge and skills, micro level.

The second layer: the organization and representation of content, and the middle layer.

Level 3: the overall knowledge and ability map of the course, at the macro level.

First, no matter which subject, the foundation is very important.

We must understand that without basic knowledge and skills, we cannot form thinking and rise to abstract logic. For example, only when you are familiar with all the places in a city can you form a cognitive map of the city in your mind, and when necessary, you can retrieve the generated route. It is hard to imagine that a student who is not sure about the basic knowledge and skills can still apply, analyze, create and innovate. Just think back. For example, if you don't know how to understand half the words in the whole article, how to repeat them, how to talk about feelings, and how to analyze and evaluate them, you can't finish them. In short, basic knowledge and skills are the necessary prerequisites for all kinds of in-depth cognitive activities, and no subject can run away.

Second, no matter which discipline, the concept of discipline has certain scenes.

Different disciplines, different concepts, different concepts, different scenes. For example, foreign language situations may include oral communication, writing and translation. And helping guests stay in hotels is one of the scenes; The scene of ideological and political course is that students choose to choose according to the correct values when facing a large number of options, which is one of the scenes that can resolutely refuse the act of splitting the country; The scene of microeconomics is to be able to analyze individual economic behavior; One scenario in the medical industry is to be able to classify emergency departments. These are scenes from different disciplines. Obviously, there are great differences between these scenes.

Third, no matter which subject, the course has a certain purpose.

If a course has no purpose, or the purpose is not clear, it is a very sad thing. The course is actually a carrier, bearing the contents of the course and the methods of the subject. The teacher only mentions the content, not the method, and can only teach stupid students. Teachers only teach methods, not content, but only students who brag. For example, music teachers should not only teach one piece of music, but also let students realize the artistic conception or deeper things expressed by different pieces; Chemistry should not only teach students experiments, but also teach students experimental design methods; Ideological and political education should not only teach students the truth, but also teach them how to use these truths in their lives. Wait a minute. All these need to serve the larger curriculum objectives, and it is always wrong to talk about teaching design without the curriculum objectives.