Research On Instructional Design Of Junior Middle School English Teachers Based On Blended Learning

Under the background of “Internet plus education”,the development of educational information,the reform of education and teaching and the cultivation of innovative talents all call for new learning methods and new instructional designs.Under the influence of examination-oriented education,junior middle school English teachers have many problems,such as outdated teaching methods,fragmented teaching contents,lack of formative evaluation and teaching for exams,which are not conducive to the development of students’ core literacy.Therefore,it is of great importance to explore the instructional design of junior middle school English teachers based on blended learning for closely combining information technology with English curriculum,innovating teaching mode,constructing efficient classroom and deepening teaching reform.This paper investigates the current situation of blended learning instructional design of some junior middle school English teachers in S city by questionnaire and interview,analyzes the main problems and causes,and puts forward some strategies and suggestions,so as to provide reference for optimizing the instructional design of blended learning in junior middle school.The survey found that the awareness and attitude of junior middle school English teachers in S city to carry out blended learning instructional design are generally positive,but the basic quality of teachers’ blended learning instructional design needs to be improved,the skill level of blended learning instructional design is low and the support of schools to carry out blended learning instructional design is not enough.The main problems are as follows: teachers have insufficient understanding of the instructional design of blended learning;the implementation effect of the instructional design of blended learning is poor;the overall design of blended learning and the grasp of the needs of students are lacking;the school has insufficient support for the instructional design of blended learning,etc.In view of the main problems found in the survey,this paper tries to find out the reasons from the two aspects of teachers and schools,and puts forward optimization strategies.Junior middle school English teachers’ self-improvement strategies of blended learning instructional design mainly include: updating teaching ideas,clarifying the role in blended learning;strengthening theoretical learning,deepening the understanding of blended learning instructional design;grasping the essential characteristics,improving the blended learning instructional design behavior;strengthening practical training,improving the ability of blended learning instructional design;strengthening the reflection,improving the quality of blended learning instructional design.The main supporting strategies of the school for teachers instructional design of blended learning in junior middle school include: improving the degree of attention,overcoming the excessive dependence on the traditional teaching model;strengthening the construction of resources,creating a good teaching environment for blended learning;establishing incentive mechanism,stimulating the motivation of teachers to carry out blended learning;strengthening training,improving teachers’ ability of blended learning instructional design;improving the evaluation system,ensuring the implementation effect of blended learning instructional design.This paper tries to put forward some strategies and suggestions to help junior middle school English teachers improve the quality of blended learning instructional design and carry out blended learning more scientifically,so as to improve the efficiency of junior middle school English teaching.