What is instructional design? Why study instructional design? Ruhe design

Based on learning theory, teaching theory and communication theory, teaching design is a process of analyzing teaching problems, determining teaching objectives, establishing strategic plans to solve teaching problems, trying solutions, evaluating results and modifying plans. Specifically, we can know and understand from the following aspects:

(1) The purpose and research object of instructional design.

The ultimate goal of teaching design is to improve teaching efficiency and quality, so that students can learn more knowledge in unit time and greatly improve their abilities in all aspects, so that students can get good development.

Teaching design, also known as teaching system design, takes curriculum plan, curriculum standard, unit teaching plan, classroom teaching process and teaching media materials as different levels of the teaching system and takes the teaching system as the research object. Therefore, the whole learning and teaching activities of students and teachers can be taken as the research object.

⑵ Instructional design emphasizes the application of systematic methods.

The systematic method of instructional design is:

● Instructional design should start with "why to learn" to determine students' learning needs and teaching purposes;

According to the teaching purpose, further determine what specific teaching contents and teaching objectives can be used to achieve the teaching purpose, so as to meet the learning needs of students, that is, to determine "what to learn";

● What strategies should be adopted to achieve specific teaching objectives and enable students to master the required teaching content, that is, "how to learn";

● Comprehensively evaluate the teaching effect, and modify the above links according to the evaluation results to ensure the promotion of students' learning and teaching success.

⑶ Instructional design must attach importance to the analysis of students and take the specific situation of students as the starting point of design.

Traditional teaching generally takes hypothetical students (that is, the average level of students) as the teaching object, thus ignoring the individual differences of students. In teaching practice, this hypothetical student does not actually exist. In reality, students show their own characteristics in all aspects without exception, and individual students have obvious individual differences in the group. In addition, the previous research that emphasized teaching over learning was not desirable. In teaching activities, students are the main body of learning, and students' learning is not passively accepting knowledge, but a process of actively constructing new knowledge on the basis of original knowledge and ability. No matter what teaching form, learning is ultimately completed by students themselves through the internal learning process, and the results of learning will eventually be reflected in students. Therefore, teaching design must attach importance to stimulating, promoting and assisting the occurrence and progress of students' internal learning process, making effective learning happen to every student, ensuring that no student is at a disadvantage in teaching, creating a favorable learning environment, and enabling every student to enjoy equal opportunities. It can be said that teaching design has the characteristics of personalized teaching.

⑷ Teaching design must be based on learning theory and teaching theory.

The main object of instructional design is the bilateral activities of learning and teaching. Teaching design is to explore the teaching rules according to the basic laws of human learning, so as to establish a reasonable and scientific teaching goal, teaching content, teaching procedures, teaching media and methods and strategies system. Therefore, we must take the learning theory and teaching theory of the basic laws of learning and teaching as the theoretical basis for design and the scientific basis for decision-making. Only successful teaching design can guarantee the optimized teaching effect.

5. Instructional design is a problem-solving process.

Instructional design aims to help students learn. It is often based on the problems faced by students in learning, to find problems, determine the nature of problems, and study ways to solve problems, so as to achieve the purpose of solving problems. Therefore, teaching design relies on problems to find methods, not methods, so that teaching work is more purposeful.

Instructional design attaches great importance to the evaluation of design process and teaching effect.

In all aspects of the design process, feedback information is continuously collected, and the whole process and results of teaching design are scientifically evaluated, which provides a basis for continuously improving teaching and improving teaching effect.