A Study Of The Theory And Practice Of German Instruction Design

In the middle of the eighties of the Twentieth Century, Instruction Design as a special subject came into being in the field of education and teaching of our country. From then on, many of Chinese scholars have worked arduously in the field and have attained great achievements. However, against the background of the elementary education reform, However, weaknesses and doubts arise along with the rapid development of Instruction Design in theory study and teaching practice, they affect and impede the innovations of our country's Instruction Design in both theory and practice.The objective of this study is to analyze and investigate the contemporary theory and practice in German Instruction Design so as to get related implications for the instructional design in our country. Up to date, there is no monograph in China focusing on this topic. This dissertation uses some of the academic achievements of scholars at home and abroad for reference, and takes the contemporary theory of German Instruction Design since the fifties of the twentieth century as the masterstroke, to analyze and evaluate, from a changing perspective, the development of its Instruction Design in both theory and practice at each stage. Through descriptions and revelations of the backgrounds and contestations of each different school, the dissertation systematically discusses and analyzes the close relationships between every school thoughts and its social ethos in Instruction Design. By probing into the historical course of the rise and fall of each school, this dissertation has revealed the basic features and gems of different schools.On the basis of the investigation of the teaching theory and practice in German, this dissertation systematically reveals the basic principles that German instruction designers keep to: clarity principle, sustainable principle, reversing principle, dependence principle, propriety principle, and controllable principle. It elaborates two preconditions of Instruction Design, that is, anthropological-psychological conditions and social-cultural conditions, from which we can discern the basic characters of German Instruction Design in both theory and practice.The identity as a visiting scholar in Germany has offered me chances of collecting the first-hand data for literature analysis, of on-the-spot investigations of elementary schools, and of interviews with German teachers and experts, and then through analysis of several cases of Instruction Design, this dissertation has discerned the natural features and basic status of the practice in Instruction Design, i.e. the...