What are the principles of instructional design?

Principles of instructional design: systematic principle, optimization principle, acceptability principle and diversification principle. 1. 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, methods and media, creation of teaching environment, teaching evaluation and feedback. 2. The principle of optimization. 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. 3. Acceptability principle. Generally speaking, the teaching objectives set by teachers should conform to the students' mental development level, and the difficulty and presentation form of teaching content should be based on the students' actual development level, with a moderate span and within the students' recent development area. 4. The principle of diversity. The diversity of teaching means design means that the selection and application of teaching activities, teaching methods and teaching media should not be limited to one aspect, but should be flexibly selected according to teaching tasks, students' characteristics and the characteristics of various teaching methods and media, making up for each other and cooperating with each other, so that teaching can obtain the best benefits.

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.

General program of systematic teaching design

1. Determine the teaching objectives

The first step is to determine what students can do when the teaching is over. The teaching goal comes from the needs assessment of specific courses, the practical experience of students with learning difficulties, the post analysis of employees and the demand of some people for new teaching.

2. Conduct teaching analysis

After determining the teaching objectives, it is necessary to determine what kind of tasks students study. By determining the subordinate skills that must be learned and the procedural steps that must be mastered, the objectives are analyzed in detail. The result of the analysis process is to list these subordinate skills and their relationships in detail in a graphic way.

3. Determine the starting point behavior

In addition to determining the subordinate skills and procedural steps involved in teaching, it is also necessary to determine the selected skills that students should master before teaching begins. This does not mean to list all the things that students can do, but to determine the specific skills that students must have before teaching begins.

4. Write down specific teaching objectives

On the basis of teaching analysis and finding out the starting point behavior, teachers should specify what students will be able to do when the teaching is completed. When compiling specific teaching objectives, it is necessary to stipulate the skills to be learned, the conditions for skill operation and the standards for behavior performance.

5. Design standard reference questions

Teachers should design corresponding test questions to measure students' ability to meet the standards according to the specific teaching objectives that have been compiled. Emphasis should be placed on how to make the behavior types specified in the goal consistent with the requirements of the test questions.

6. Develop teaching strategies

According to the above five steps, teachers can now determine the strategies they will use in teaching and media to achieve their goals. Teaching strategies include teaching preparation activities, information presentation, practice and feedback, testing and follow-up activities. The design of teaching strategies should draw lessons from the current research results on students, the understanding of the essence of learning process, the content of teaching materials and the characteristics of students. General program of systematic teaching design.