Four teaching design modes

There are four types of teaching design models, which need to be divided into different types in teaching. "Classroom structure" refers to the logical connection and overall design between key links and key elements in the teaching process. Let's look at four types of instructional design patterns.

Four types of instructional design models. Content-based strategy

How to effectively provide learning content in the teaching process is the core content of teaching strategy. There are two specific ways: structural strategy and problem-solving strategy.

Structured strategy emphasizes knowledge structure, advocates grasping the main part of knowledge, pruning and strengthening work, and building a concise knowledge system. Structured strategies can also be divided into linear, parallel, spiral and comprehensive arrangement of teaching materials.

Problem-solving strategies emphasize that learning focuses on considering and exploring problems in time and cultivating problem-solving ability.

2. Formal strategy

Formal strategy is a strategy centered on the form of teaching organization. American instructional design expert Kemp put forward the following three forms: collective teaching, individual learning and group teaching.

Bosiwal, a British educational technologist, put forward two basic strategies: teacher-centered strategy (mainly referring to the past class teaching system) and student-centered strategy (providing a highly flexible learning system to adapt to students' personal learning style). In this strategy, teachers and schools play a supporting or auxiliary role, not a decisive role.

3. Methodology strategy

Method strategy is a strategy centered on teaching methods and technologies, and it is a field that includes various methods, technologies, procedures and models. Teaching methods should be scientifically classified step by step.

4. Comprehensive strategy

The comprehensive strategy is not centered on a certain part of the teaching process, but directly based on the teaching objectives and tasks. In recent years, there are two main orientations for the improvement of comprehensive strategies: one is the teacher-led orientation that integrates behaviorism and cognitive learning theory, that is, directional teaching; Second, students' autonomous learning orientation embodies humanism and cognitive structure theory.

Four types of instructional design mode 2 The first "high structure/high control" classroom is also our most common classroom at present. Teachers prepare lessons carefully, the logic of teaching plan design is strict, the knowledge points are interlocking, and the teaching objectives are clear and definite. Moreover, in the process of classroom teaching implementation, teachers accurately and meticulously guide students according to their teaching plans, and promote implementation according to the ideas and steps designed by teachers. This kind of classroom is rigorous and meticulous, and every time node is strictly controlled by the teacher.

There is little interruption and personalization, and there is no room for "wasting time" trial and error and "thinking". Students follow the teacher step by step to complete or achieve the preset teaching goals. This kind of classroom, the understanding of existing knowledge, the result of knowledge, realizes every quantifiable,

The preset teaching goal of learning elements based on knowledge points is the most effective, and the teaching focusing on short-term memory and understanding of existing knowledge is the most effective in the unit teaching time. However, the cultivation of students' learning participation, autonomous learning ability, imagination and innovation ability will be greatly restricted.

The second category is "high structure/low control". Although this kind of classroom has a well-designed, complete and rigorous teaching plan and process structure, in the process of implementation, the rigor of teachers' "grasping and controlling" is greatly reduced, while students' participation and autonomy are greatly improved. Discussion, dialogue, sharing and debate between teachers and students have become the normal state of this kind of classroom learning, and personalized trial and error and generation are also indispensable elements of knowledge construction in this classroom model.

This model will make the functions of teachers and students as the dual subjects of learning more balanced and effective, and make the students' subjective role and the real experience of individual cognition become the most important foundation of deep learning in the teaching process. Without the "low control" of teachers, there would be no "high participation" of students in the classroom.

The third category is "low structure/high control" category. Contrary to the second classroom, teachers' design of classroom structure and process is open, inclusive and thematic. The process structure of the whole classroom is an open classroom with frame, discipline-oriented, project-oriented, students' independent inquiry learning and continuous creation of content. In this class, because there is no rigorous and meticulous teaching design process, students have a lot of room for independent exploration.

Teachers' mastery becomes more important. In the flexible classroom that creates imagination space for students, although students' subjective initiative and participation are less bound, in order to realize and achieve the effectiveness of teaching, teachers need to play a great control role in this classroom, otherwise, the classroom is likely to become inefficient and messy.

The fourth category is the "low structure/low control" classroom, which has neither strict design and structure nor the dominant control of teachers, and really returns the classroom to the students. Teachers become "invisible people" and students construct their own learning goals, contents and paths. Many innovative project-based learning processes are the best platforms to collect materials, integrate learning resources, find learning partners, study learning methods, read, experiment, sort out, reflect, summarize and present.

This kind of classroom is the best carrier to cultivate children's independent innovation ability, exploration and practice ability and construct process knowledge. However, "low structure/low control" is not "no structure/no control", but the teacher's role and function has changed from "dominance" to "invisibility", and the students' subjective role has become more prominent, allowing students to learn to learn and explore, and their cognitive and emotional subjective abilities have been better generated and developed.

In short, these four categories have their own indispensable functions. In our education and teaching, the first two classes have "efficient" functions for the learning of existing knowledge and standardized tests, while the last two classes are of great significance for cultivating children's learning literacy, imagination and innovation, exploring practice, and generating and constructing new knowledge.

Four instructional design modes 3. Classroom teaching design mode.

With the deepening of basic education curriculum reform, in order to further improve the teaching quality and enhance teachers' ability to control classroom teaching, instructional design has become a widely concerned research and practice field, and teachers should become instructional designers.

The mode of classroom teaching design is diverse and pluralistic. Different models should be designed for different learning objects and different teaching environments, and different models will form different teaching effects. Therefore, classroom teaching design should be carried out according to the needs of teaching purposes.

Introduce two typical teaching design modes:

1. Design mode based on constructing students' autonomous learning style

This teaching design has two characteristics: first, it changes from "warehouse-style" learning to "bee-style" learning, and the teaching design focuses on how to show students the physical process, so that students can learn from others and brew "honey" by themselves. Second, from knowledge learning to experiential learning and discovery learning, teaching design should focus on how to provide real situations and simulated situations for students to experience, appreciate, discover and explore.

Example: the teaching of designing Bohr atomic model with "problem method"

Give students the Thomson atomic model (how to test it), introduce the "alpha particle scattering experiment" (how to test it), and let students think about what the experimental result should be if the Thomson atomic model is correct. Give the experimental results on the basis of students' thinking, and ask students to think. What does the experimental result show?

Put forward pictures of Lu Se's atomic model, and let the students experience the happiness of success. Then, the difficulty of Lu Se atomic model (how to solve it) is put forward, and finally, Bohr atomic model and its defects are put forward. This instructional design enables students to experience the fun of physics learning process (from Thomson atomic model to Lu Se atomic model to Bohr atomic model) from asking questions.

2. Pay attention to the design mode of students' learning needs and personality development.

This teaching design should fully consider the organic combination of teachers, students and teaching resources, and not squeeze students' thinking and independent activities.

Example: Using "Inquiry Method" to Design Artificial Earth Satellite Teaching

Use the media to show the movement of some celestial bodies, so that students can have a perceptual knowledge and ask questions: Why didn't the moon fall? If the apple tree grows as high as the moon, will the apples on the tree go around the earth? Students think independently and give full play to their imagination, so that students' personality can be publicized in thinking and discussion.

At different stages of students' learning, due to the different maturity of cognitive structure, the above two models can be used alternately.

Classroom teaching design should embody scientific methodology.

Classroom teaching design is not only the integration of knowledge, but also the integration of knowledge to stimulate students' inherent potential and sublimate it into a learning ability. Learning ability is characterized by having basic scientific methods. In the teaching system, students and teachers are an inseparable organic whole. Students' learning and teachers' teaching are two dimensions of the whole, and scientific methodology must be positioned from these two dimensions.