What is the basic content of modern instructional design?

Student-oriented a modern classroom teaching design to reflect the "student-oriented" is the development of the times given by the requirements

The so-called "student-oriented" in this paper, in brief, including two meanings: the first meaning is "to the student learning"; the second meaning is "to the development of students". The first meaning is "student learning-oriented"; the second meaning is "student development-oriented". The first meaning is "student learning-oriented"; the second meaning is "student development-oriented". Among them, "student learning-oriented" is the foundation and premise; "student development-oriented" is the destination and purpose. As we all know, in today's world, science and technology are changing rapidly, and the knowledge economy has begun to take shape. The era of knowledge economy is the era of "high-frequency information". The sharp increase in the amount of information marks the modern learning society has quietly arrived.

Comprehensive contemporary international and domestic requirements of the times, it is not difficult to find: in the modern learning society, China's education reform is imperative. Deepen the education reform, cultivate new talents with international competitiveness who can adapt to the modern learning society, we need to comply with the requirements of the development of the times, change the concept of education and talent cultivation mode, take the classroom teaching reform as a breakthrough, keep abreast of the times, adhere to the people-oriented, student development-oriented. To deepen the classroom teaching reform, so that modern classroom teaching in the service of students' learning (or growth) today, but also for the foundation of students' sustainable development tomorrow, "student-oriented" modern classroom teaching design is the foundation and the key. Therefore, the modern classroom teaching design to reflect the "student-oriented" is the development of the times given the requirements.

Second, the basic characteristics of the "student-oriented" modern classroom teaching design

In essence, teaching design is "a process of analyzing teaching problems, designing solutions, trying out solutions, evaluating the results of the trial, and modifying the methods on the basis of the evaluation. The process of modifying the method based on the evaluation." Therefore, instructional design (including classroom design) is and should be a dynamic process. Its purpose is to "obtain the optimal method for solving problems". The development of students' learning potential and the shaping of their sound personality to promote their all-round development is the ultimate goal of the "student-oriented" modern classroom instructional design. In order to more clearly grasp the basic features of the "student-oriented" modern classroom teaching design, we first look at the macro features of the traditional "classroom teaching design" and its corresponding shortcomings.

(a) The traditional "classroom teaching design" macro features and its shortcomings

In the mid-1980s, China's education, teaching workers began to pay attention to foreign teaching design theory, and in the introduction, on the basis of the introduction, combined with China's national conditions and gradually localize foreign teaching design theory. Theories of teaching design were gradually localized in the light of China's national conditions. Related research works were published after the 1990s. For this reason, some primary and secondary school teachers have begun to actively explore modern classroom instructional design with Chinese characteristics in their teaching practice in accordance with the requirements of quality education. However, at present, some teachers still do the work before classroom teaching activities in the traditional sense of "lesson planning", which can be called the traditional "classroom teaching design".

Characteristically, the traditional "classroom teaching design" is usually characterized by three features and their corresponding drawbacks:

Characteristically, the traditional "classroom teaching design" is based on the teacher's teaching. Students can only learn around the teacher's teaching. Thus, students can only be in the "audience" seat, the loss of the learning process of student autonomy and initiative.

Characteristics of the second: the traditional "classroom teaching design" to book knowledge-based. Neglected the teachers and students, students and students should be emotional exchanges. Thus, students can only obtain rigid knowledge, losing the emotional and developmental aspects of the learning process.

Characteristics of the third: the traditional "classroom teaching design" to the static lesson plan as a base. The students can only adapt passively. Thus, the teacher's cognitive process of the textbook, lesson plan instead of the students' cognitive process of learning content, the loss of the learning process of the students' initiative and creativity.

(B) Exploration of the macroscopic features of the "student-oriented" modern classroom teaching design

From a macroscopic point of view, the "student-oriented" modern classroom teaching design requires teachers to do:

Firstly, the teacher's teaching-oriented teaching design should be changed from a "teacher-oriented" teaching design to a "student-oriented" teaching design. First, to shift from the teacher's teaching-oriented view of teaching to the student's learning-oriented view of teaching. However, emphasizing the student learning-oriented view of teaching does not deny the leading role of teachers in modern classroom teaching and the main position in modern classroom teaching design, but to make it clear to teachers that modern classroom teaching design is first and foremost for the effective learning of students. This is also the embodiment of the concept of "teaching designed for learning" advocated by R.M. Gagne. For this reason, the modern classroom teaching design of "student-oriented" should first focus on the actual starting point of students' learning in order to determine, according to the actual starting point of students' learning in order to determine the starting point of teaching adapted to the students' learning; preparation of learning objectives that contribute to the development of students' learning potential and implementation of formative assessment programs conducive to the development of the integration of students' personalities. (c) The program of formative assessment. (For details, see (c) "student-oriented" modern classroom teaching design of the micro-analysis of the content)

Secondly, to shift from book knowledge-based values to student development-based values. However, emphasizing student development-oriented values is not to not teach book knowledge, but to subordinate and serve the teaching of book knowledge to the promotion of student development, students' individualized, sustainable, comprehensive and harmonious development. For this reason, "student-oriented" modern classroom teaching design must focus on updating the original concept of knowledge. British educator H. Spencer's classic quote, "What knowledge is most valuable?" In the modern learning society, we need to make a new answer: "The intuitive, visual, emotional, personalized, active, intelligent knowledge is the path to the development of students." Further, in the design of modern classroom teaching, we need to transform the "knowledge of the subject material" into the "subject knowledge of the teacher", and then transform the "subject knowledge of the teacher" into the "subject knowledge of the teacher" in the implementation of classroom teaching. In the implementation of classroom teaching, "teachers' subject knowledge" is transformed into "students' knowledge". With the help of teachers to activate the knowledge and seeding of living knowledge, through the students' positive, active thinking and creative exploration activities, so that the "students' knowledge" to get "generation and growth". From the perspective of "broad knowledge", this means that students acquire not only declarative and procedural knowledge, but also strategic knowledge - relevant learning strategies to promote sustainable development and adapt to the "rapid updating of knowledge" in the modern learning society. The first step is to make students acquire not only declarative and procedural knowledge, but also strategic knowledge - relevant learning strategies - in order to promote the sustainable development of students and to adapt to the situation of "high speed updating of knowledge" in modern learning society.

Third, we should shift from a static lesson plan-based view of lesson planning to a dynamic program-based view of design. This should be the inevitable choice of the student's learning-oriented view of teaching and student development-oriented values. It is also an essential attribute of instructional design because, as mentioned earlier, instructional design is a dynamic process. But emphasize the dynamic program-based design concept is not to completely reject the static plan, but to a certain "static plan" as the basis, according to the actual classroom feedback on student learning and then make dynamic, real-time adjustments. Because according to the actual feedback of students' learning in the classroom, the original "teaching starting point" set in a certain "static lesson plan" may not be the actual teaching starting point; the original teaching difficulties may not be all teaching difficulties or there may be new teaching difficulties. The original teaching difficulties may not be the actual teaching starting point; the original teaching difficulties may not be all the teaching difficulties or there may be new teaching difficulties. Therefore, the teaching program must be changed from the explicit to the implicit, so that the teaching program can become a dynamic program to help students learn and promote students' individuality, sustainability, and comprehensive and harmonious development.

(C) "Student-oriented" modern classroom teaching design of the micro-analysis

Based on the "student learning-oriented, student development-oriented" basic concept of modern classroom teaching design, the use of systems science theory (system theory, information theory and cybernetics) of the core content - three pairs of categories, namely, system and elements, process and state, structure and function, and three major principles, namely, the principle of the whole, the principle of order, the principle of feedback, can be initially sketched out the "student-centered" modern The general (process) model of classroom teaching design can be tentatively sketched out as shown in Figure 1.

By the way, in this model, the analysis of the teaching background as a logical starting point in the general model of "student-oriented" modern classroom instructional design, refers to the initial acceptance of a new class of teachers after the task of teaching and to carry out the semester (or the academic year) all the classroom instructional design of a course before a pre-training course, the teacher is not only the first time to accept a new class of teaching tasks, but also to carry out the semester (or academic year) all the classroom instruction. A prelude to the design. Mainly from the macro, meso and micro levels of social requirements, school conditions and classroom conditions (including the quality of the teachers themselves) for the goals and reality (status quo) between the gap and the reasons for the preliminary analysis, in order to avoid modern classroom teaching design blindness and arbitrariness. Teachers are allowed to omit this prelude in future classroom instructional design. Therefore, this link is represented by a dummy box. In addition, the summative assessment and design of this link is usually carried out at the end of a unit or a semester, so it is not required in modern classroom instructional design. Therefore, this component is also represented by a dummy box. Therefore, in general, the general process of "student-oriented" modern classroom instructional design starts from "design of diagnostic evaluation" and ends with "evaluation and design of teaching". The general process of modern student-centered classroom instructional design begins with "design of diagnostic assessment" and ends with "evaluation and design of teaching". Finally, a dynamic program suitable for student learning and conducive to student development is formed. In-depth to the "student-oriented" modern classroom teaching design of the general model, its micro features should be mainly expressed in the following aspects.

1, the determination of the starting point of teaching depends on the analysis of the task of teaching content and the starting point of the learning subject's talent analysis

As a contemporary outstanding theorist of instructional design, R.M. Gagné believes that students' learning is the result of a relatively long-lasting change in their talent. Thus, what is meant by aptitude in this paper is different from the cognitive abilities reflected in IQ values in psychology, which include "cognitive, attitudinal, and motor skills". Thus, Gagne categorizes learning outcomes into five types: verbal information, intellectual skills, cognitive strategies, dynamic skills and attitudes. Therefore, the analysis of the learning subject's learning readiness is essentially the analysis of the learning subject's starting point talent. It should include two aspects: first; the analysis of the learning subject's preparatory talent, that is, to understand whether the students have the relevant knowledge, skills and attitudes that must be mastered in order to carry out new learning. Second, the analysis of the learning subject target talent, that is, to understand whether students have mastered or partially mastered the "teaching objectives" in the requirements of the relevant knowledge, skills and attitudes. The purpose of analyzing the learning subject's starting ability is to determine the appropriate starting point for teaching. However, the analysis of the starting point of the student body and the analysis of the task of teaching content is inseparable. Therefore, determining the appropriate starting point for teaching is closely related to the task of teaching content. This is also the reason why this paper places the analysis of teaching content and the analysis of learning subjects side by side in the general model of "student-oriented" modern classroom teaching design (see Figure 1). The following is an example of how to determine the starting point for teaching "Identifying verbs and nouns in a passage" in junior high school English. The steps are as follows: First, a hierarchical analysis can be used to draw a hierarchical analysis diagram (as shown in Figure 2). Second, set the starting point of teaching according to the provisions of the syllabus (curriculum standard) or teaching reference books (see bold Yu in Figure 2). Third, predictions are made for the preparatory aptitudes below and some of the target aptitudes above the set teaching starting point. Fourth, the results of the prediction are used to determine the appropriate teaching starting point, i.e. the actual teaching starting point. It can be seen that this objective method of determining the starting point of teaching, which depends on the task analysis of the teaching content and the analysis of the starting point of the learning subject, is quite different from the traditional "classroom teaching design" in which the determination of the "starting point of teaching" depends mainly on the subjective judgment or experience of the teacher. The first step in the process is to make sure that you have a good idea of what you're doing.

The above steps reflect the basic concept of modern classroom teaching design of "student learning-oriented, student development-oriented". This is because: First, if the starting point of learning is set too high, the classroom teaching activities will be detached from the actual level of the majority of students; set too low, the classroom teaching activities will be a waste of energy and time. They will both affect students' learning and hence their development. Second, the test of some of the target talent reflects the classroom teaching should strive to make students from the "existing development zone" to the "recent development zone" of the former Soviet Union pedagogical experts Zankov's idea of teaching and development.

2, the preparation of learning objectives rather than copying the teaching objectives

By analyzing the content and tasks of teaching and learning the starting point of the subject of the analysis, it is possible to determine the appropriate starting point for modern classroom teaching. In order to make the modern classroom teaching activities have a clear point of view and formative assessment of the design of targeted, modern classroom teaching design should also be the subject of learning from the starting point to the end of the ability to reach the end of the state of the ability to make a clear, specific instructions, which is targeted (classroom) learning objectives of the preparation. At present, many of the relevant information exists in the learning objectives and teaching objectives are not distinguished from the situation. What's more, in modern classroom teaching design, some teachers still copy the generalized (classroom) teaching objectives from the syllabus (curriculum standards) or teaching reference books from "experts" (this is the usual practice of teachers in traditional "classroom teaching design"). This is the usual practice of teachers in the traditional "classroom instructional design"), instead of writing targeted learning objectives that are appropriate to the current learning situation and developmental potential of a particular class and learning subject. In fact, there is a difference between the two, in terms of form: the teacher is the subject of the grammatical aspects of the formulation of the teaching objectives, while the subject of the grammatical aspects of the formulation of the learning objectives is the student. But more importantly, it should be viewed from a substantive point of view: a (classroom) instructional objective is a standard of expected results that the teacher will endeavor to achieve in a specific classroom instructional activity. It is the concretization and clarification of the general goal of teaching in the classroom. It is general but lacks specificity. The (classroom) learning objectives are the expected results that students can achieve in the specific classroom learning standards. It is the further embodiment of the teaching idea of "people-oriented, student development-oriented" in modern classroom teaching design, and also the "three-level curriculum" pursued in the new round of basic education curriculum reform in China to meet the development needs of the local community, schools and students. It is also a further manifestation of the concept of "three-tier curriculum" pursued in the new round of basic education curriculum reform in China to meet the diversified needs of local, school and student development. Although it lacks universality, it has relevance. Therefore, learning objectives and teaching objectives are not exactly the same. Therefore, in order to develop students' learning potential and promote students' individualized, sustainable, comprehensive and harmonious development, in the "student-oriented" modern classroom teaching design, we need to start from the actual status of students' learning and students' development potential to prepare targeted learning objectives that are suitable for learning and conducive to students' development. In modern classroom teaching design, we need to prepare targeted learning objectives that are suitable for students' learning and conducive to their development from the actual situation of students' learning and their development potentials, and to replace the general teaching objectives that lack relevance and are unfavorable to students' learning and development. In this regard, it should be noted that in the preparation of modern classroom learning objectives suitable for student learning and conducive to student development, teachers should pay attention to two points: first, the classroom teaching objectives as a reference on the basis of focusing on the actual ability of the subject of learning (including the subject of the development potential) from the start. To this end, the preparation of targeted learning objectives should be in the student's "recent development zone", through the teacher can promote the students from their "potential level of development" to their "realistic level of development "Secondly, in order to make the evaluation of teaching and learning Second, in order to make the teaching evaluation (mainly formative evaluation in classroom teaching design) objective and accurate, the writing of learning objectives should generally adopt the "ABCD" mode of writing. Learning objectives written using the ABCD model are based on a behaviorist viewpoint and are often called behavioral objectives. Although behavioral objectives are superior, they only emphasize the external results of behavior without paying attention to the internal mental processes. To reflect the internal changes of students such as affective attitudes and learning strategies, it is sometimes necessary to use the "internal and external" method of expression (internal and external method of expression means that the learning objectives are stated in terms of describing the internal mental processes, and then use observable behaviors as examples to make this objective specific) to write the relevant learning objectives.

3. Formative evaluation is based on "progress" evaluation

Teaching evaluation refers to teaching activities in accordance with certain standards or expected goals, the value of the development of the changes in the educated person and the elements that constitute the changes. If divided according to the evaluation function, teaching evaluation can be divided into three categories: diagnostic evaluation, formative evaluation and summative evaluation. Teaching evaluation in classroom teaching design is mainly formative evaluation. However, in the traditional "classroom instructional design", the means of formative assessment is usually norm-referenced assessment or criterion-referenced assessment. Since norm-referenced assessment evaluates learners' learning achievements based on the relative degree between learners, there are bound to be successes and failures. Therefore, norm-referenced assessment is not an ideal formative assessment tool in modern "student-centered" classroom design (although norm-referenced assessment can be used in selection-based examinations). Criterion-referenced assessment, on the other hand, evaluates learners' academic achievement based on fixed criteria, and although it is much more reasonable than norm-referenced assessment, it still poses a serious threat to the learner's motivational system (non-intellectual factors such as motivation, interest, emotion, will, and personality) when used in modern classroom teaching. Because in the case of different initial aptitude, after the same time of the same treatment of teaching, students with different initial aptitude can not reach the same level of aptitude, even if the "backward students" to give "special care" can not reach the same level of aptitude, this is a fact (but the "backward students" to give "special care" can not reach the same level of aptitude). This is true (but criterion-referenced assessment can be used in examinations such as the baccalaureate). Therefore, in the "student-oriented" modern classroom teaching design, in order to give full play to the motivational function of formative assessment, in order to promote the integrated development of students' personality, the most ideal means of formative assessment is based on the "assessment of progress". This is because the real value pursued by modern classroom teaching is not the talent itself but the change (progress) of the talent, and only the change (progress) of the talent can reflect the development. This is in line with the definition of teaching evaluation. This is because it can be seen from the above definition: firstly, the benchmark for evaluation is a certain standard or expected goal, which can be understood as a targeted learning goal that students can achieve as described in this paper, rather than a generalized pedagogical goal that the teacher is trying to achieve. This is the basis for progress-based evaluation. Second, the content of the evaluation is the developmental change of the educated person and the elements that constitute that change, i.e., the change in aptitude rather than the level of aptitude as described in this paper. This is the core of progress-based evaluation.

In summary, in the "student-oriented" modern classroom teaching design, the means of formative assessment does not use norm-referenced assessment and criterion-referenced assessment, but rather the most ideal "progress-based assessment" to promote the integration and development of students' personalities. Integrated development, but also reflects the basic concept of modern classroom teaching design of "student learning-oriented, student development-oriented".