Backward Teaching Design Based On Dynamic English Grammar: A Case Study Of Attributive Clause In Senior High School English

As curriculum reform promotes and students’ key competency in English develops,traditional teaching design,centering around teachers,can no longer meet demands from students and the society in this information era.What lies ahead us is how to renovate instructional design based on new curriculum and competence requirements.In 1990 s,American educator,Grant Wiggins put forward backward design,a novel idea we can try to get rid of disadvantages in traditional designs.To explore new ideas on instructional designs,backward design is applied in attributive clause in senior high school,which is of significant practical importance in improving students’ learning efficiency and teachers’ teaching effects.This essay first analyzes the current research home and abroad on dynamicity in grammar,instructional design and English instructional design and demonstrates the meaning,features,steps and theoretical basis of backward instructional design.Then questionnaires and interviews are conducted to get to know the status quo of teachers’ teaching and students’ learning.Based on the reflection of practical teaching evaluation issues found in classroom teaching practices and surveys,and in close combination with dynamicity in grammar,a backward teaching design model based on dynamicity in grammar is constructed.The main implementation path is "teaching content reconstruction-unit content analysis-identifying desired results-determining acceptable evidence-planning learning experiences and instruction-reflecting on teaching practice" to carry out backward teaching design and practice for English relative clauses in senior high school.A controlled experiment,at the same time,is made to test the effectiveness of backward design.Last but not least,suggestions are put forward based on the process and results.Questionnaires and interviews before the experiment indicate that traditional instructional designs with goals,comment and activities as teaching procedures are generally adopted;that teachers are willing to accept new teaching design theories like backward design;that students show little interest in English grammar,hoping a change in teaching methods so as to attract their attention.Analysis of the experiment and post-interview show backward design can arouse students’ interest,promote understanding of learning materials and teaching goals,and improve students’ ability of understanding and transfer.In the concept of instructional design,teachers should improve their professional expertise and actively explore new concepts of instructional design.In reverse teaching design,analyze learners,grasp learners’ learning psychology,existing knowledge and cognitive mechanism;Analyze learning needs and determine the gap between learners’ current level and expected value;Analyze the learning content and grasp the semantics,context and pragmatic content of the teaching content.In the implementation of reverse teaching,we should take the expected results as the guidance to enhance the effectiveness of teaching;Improve the quality of teaching by taking evaluation evidence as the starting point;Improve learning effect with the purpose of implementing learning experience;Explore the integration mode of reverse teaching and traditional teaching.