The Instructional Design Of Chemistry Based On New Course Ideas

This paper studies the theoretical and practical aspects of the chemical teaching design of middle school based on new course ideas. The article reviews the history of instructional design, takes a comprehensive account of its definition, components, theoretical foundation etc. and analyses its advantages and disadvantages. Furthermore, the paper studies the ideas of the new course reform, and the purpose and meaning of applying these new course ideas to instructional design, and put forwards a method for implementing it. Conducting the chemical teaching design based on new course ideas and its practice in first year students in senior high school are also included in this paper. Results:1. The initial investigation of the questionnaire showed that the students demonstrate only weak interest in learning chemistry, and were unfamiliar with the exploring, cooperating and autonomous way of learning advocated by new course ideas.2. The students felt uncomfortable with the teaching design at an early stage, and some of them even show antipathy.3. After the 5-month case study, a similar investigation was done which indicated that the students were showing more and more interest in learning chemistry and would often actively participate in various kinds of class activities.4. The multiple-facet evaluation enabled the learners to progress unexpectedly and played an important role in high school education.In face of the new course reform, teachers must take the initiative to understand its core ideas and then embody these ideas in teaching design. In pedagogical practice, they need, on the one hand, learn from other teachers and on the other hand, bring their own creativity to the full play, trying to create an exploring, cooperating and autonomous atmosphere in the class and promote learners' all-round development using multi-facet evaluation.