Research On Participatory Instructional Design

Since the 1980s, as the awakening of subjectivity and the widely implementation of subjectivity education, "Subject participation" has becomes the core of modern classroom teaching. Students' participation in teaching implementation and teaching evaluation has been widely emphasized and has been pursued vigorously. However, by contrast, the concepts, such as "teachers know best what students need", "teachers know best how students should be taught", "students don't have the abilities to participate in instructional design" , still prevail in the field of instructional design, and the situation that "teachers offer teaching program, and students receive teaching program" continues. At the end of the 20th century, the impact from the information era, the change of educational environment and the steady increase of students' learning needs made the traditional ADDIE model of instructional design been widely questioned and criticized, and this situation gave birth to participatory instructional design. Participatory instructional design advocates that students participate in instructional design, and encourages students to offer suggestions for instructional design actively. In participatory instructional design, teachers and students, students and students communicate and discuss with each other, and make joint efforts for the success of instructional design and achieving corresponding objectives.This research carried out theoretical and practical study centered on "what is participatory instructional design", "is it necessary to implement participatory instructional design", "what is the nature and characteristics of participatory instructional design", "what is the present state for the implementation of participatory instructional design", "how to implement participatory instructional design", "what would be the actual results of the implementation of participatory instructional design". This paper has eight parts:Part one: Introduction. This part analyzes the problems of present instruction and the trends of instructional design, gives an overview of the researches on participatory instructional design, clarifies the necessity of carrying out research on participatory instructional design and its value, and makes the research route and research methods clear.Part two: The foundation of participatory instructional design. This part demonstrates the necessity of implementing participatory instructional design form the perspective of philosophy, sociology, psychology, education, design science and educational reality.Part three: The basic ideas and characteristics of participatory instructional design. Participatory instructional design changes instructional design ideas from authoritative decision to democratic decision, from objective-orientation to process-orientation, from focus on knowledge to focus on students, from design for students to designed by students, from static design to dynamic design, and from the traditional subject-object teacher-student relationship to an equal I-you relationship. Participatory instructional design has the characteristics of diversity, wholeness, openness, interaction, cooperation and difference.Part four: Investigating the practical problems of implementing participatory instructional design. Through field study, interviews and questionnaires, the research finds that the present state of participatory instructional design is that it has external difficulties, difficulties in class and difficulties in personnel to overcome though students, teachers and leaders have needs for participatory instructional design. All these difficulties may exert negative influences upon participatory instructional design, but they are far from prohibiting it.Part five: Constructing framework for implementing participatory instructional design. Based on the present situation of implementing participatory instructional design and the overall thought on participatory instructional design, this part proposes overall ideas for implementing participatory instructional design, constructs general framework for implementing participatory instructional design, and discusses how to make the implementation of participatory instructional design become a virtuous circle. Part six: Experimental research on participatory instructional design. The experiment which conducted in senior English instruction finds that participatory instructional design is beneficial to raising all students' English lenrning interest, optimizing medium students' English learning strategies, improving upper and medium students' English self-learning abilities, and enhancing upper students' English learning outcomes.Part seven: Conclusion of the research. This part sums up and refines the results of the research from the aspects of the essence of participatory instructional design, the differences between participatory instructional design and traditional instructional design, the implementation of participatory instructional design, the present state of participatory instructional design, and the prospect of participatory instructional design.Part eight: Thinking and suggesting. Based on the conclusion of the research and the theoretical thinking, this part offers seven suggestions: carrying out relative reform offers supports for implementing participatory instructional design, realizing the positive interaction between the implementation of participatory instructional design and students' entering a higher school, participatory instructional design should learn lessons and experiences from other similar instructional activities, participatory instructional design should go ahead hand in hand with learning activities such as "learning program guides students' learning ", participatory instructional design is not "omnipotent", taking precautions to prevent participatory instructional design from becoming "bad", and guarding against wrong conducting of participatory instructional design.