What are the main links of instructional design?

Instructional design mainly includes three types: traditional instructional design mainly for teachers, instructional design under the constructivist environment and instructional design of "paying equal attention to learning and teaching". The traditional teaching design mode is based on "teaching" and centered on teachers' "teaching". It is beneficial to give play to the leading role of teachers, to organize and monitor the whole teaching process, to emotional communication between teachers and students, and to systematic science. The theoretical basis is represented by Ausubel's theory of "learning and teaching". It includes the following links: (1) analysis of teaching objectives; (2) analysis of learners' characteristics; (3) determination of teaching methods and strategies based on the above analysis; (4) selection of teaching media; (5) formative evaluation in the teaching process; (6) adjustment of teaching contents, teaching methods and strategies based on the feedback of formative evaluation. 2. Constructivism teaching design mode is to make teachers change from imparting and inculcating knowledge to helping and promoting students to actively construct meaning. It emphasizes that students are the main body of the learning process and the active constructor of meaning, which is conducive to students' active exploration and discovery and to the cultivation of creative talents. Representative: Piaget's constructivist learning theory. Constructivism teaching view is a criticism and development of traditional teaching view, which holds that learning is not only influenced by external factors, but also by learners' own cognitive style, learning motivation, emotions and values, which are often ignored by traditional teaching view. It includes the following links: (1) scenario creation; (2) information resource provision; (3) autonomous learning strategy design; (4) organizing collaborative learning; (5) organizing and guiding independent discovery and exploration. 3. The teaching design of "paying equal attention to learning and teaching" is put forward on the basis of absorbing the advantages of both teaching-based teaching system design and learning-based teaching design, and it is also a theory of both. Including the following links: (1) analysis of teaching objectives, (2) analysis of learners' characteristics, (3) selection of teaching strategies and activity design, (4) design of learning scenarios, (5) selection of teaching media and design of teaching resources, (6) formative evaluation in the teaching process and adjustment of contents and strategies according to evaluation feedback. The traditional instructional design and the instructional design under the constructivist environment have their own advantages, but at the same time, there are also shortcomings. For example, the traditional teaching design mode focuses on the leading role of teachers and the role of emotional factors in the learning process; However, because it emphasizes transfer-acceptance learning and denies discovery learning, students are in a passive position in the teaching process, and the initiative and creativity of learners are difficult to play, which is not conducive to the growth of innovative talents. Constructivism teaching design mode just overcomes this shortcoming and is conducive to cultivating creative talents with innovative thinking and ability; However, ignoring the leading role of teachers and the role of emotional factors in the learning process is not conducive to the transfer of systematic knowledge and may lead to the deviation of teaching objectives. The teaching design of "paying equal attention to learning and teaching" has a more scientific and comprehensive theoretical basis, which is not only suitable for guiding classroom teaching, but also suitable for guiding the design and development of courseware scripts for network teaching and multimedia-assisted teaching. It has the following four advantages: 1. In teaching, we can flexibly choose "discovery" or "transmission-acceptance" teaching branch according to students' cognitive structure. 2. In the process of "transmission and reception" teaching, the teaching strategy of "advance organizer" is basically adopted, and other "transmission and reception" strategies and even autonomous learning strategies can be used as supplements to realize teaching optimization. 3. In the process of "discovery" teaching, we can fully absorb the advantages of "transmission-reception" teaching, such as analyzing the characteristics of learners and promoting the transfer of knowledge. 4. It is easy to consider emotional factors, that is, the influence of motivation.