Thinking And Research Of Countermeasure On The Disconnection Between Theory And Practice Of Instructional Design

The problem on the disconnection between theory and practice of instructional design is to be a universally recognized, the author oneself experiences the large gap between them during years teaching practice. For finding the origin of the both out of joint more clearly and comprehensively, the author has mainly adopt the method of theory and investigation study, and found out the problem and the cause that the problem produces, and found solutions from a macro-level. The author has adopted the method of action studies to seek countermeasures solving this problem in the micro level of teaching combining with teaching practice. This article bases on these analyses there existing four kinds instructional design, experience direction, teaching theory direction, study theory direction and instructional technology direction in the teaching reality, has structured the train of thought that the instructional design theory guided teaching practice effectly with teaching practice of different orientation teachers. The author hope the craft brother knows the importance of this problem, and hope the article can provide a few beneficial references for them effective designing teaching.The article is mainly allotted for five parts. 1 problem studies summary. Seting forth background , problem , purpose , significance and theory basis of the study. The theory basis includes Gagne's nine stage teaching theory, cognitivism learning theory, constructivism learning theory and the humanism learning theory. Introduction research methods of the subject, including literature research, action studies, case studies and comparative studies, finally the author raised research target of the subject. 2 the situation of instructional design theory studies and application home and abroad. By analyzing the development history and the status quo of domestic instructional design, we mak it clear of the situation of domestic instructional design application and research. Combining the analysis of foreign instructional design development trend , we found that the development of instructional design had a big gap between domestic and abroad, the situation of application was not satisfactory in the practice. There is an urgent need to do how to make instructional design as a exotic localize combining the domestic actual teaching. 3 the survey analysis on the application status of instructional design theory in the teaching practice. According to the study issues the author has designed questionnaire on the application status of instructional design theory in the teaching practice, the object of the survey is targeted the frontline teachers at the primary, secondary and college in Weinan areas. The survey provided 284 questionnaires in total, and all were received, of which primary and secondary schools 155, colleges and universities 129, all were the valid questionnaires. Based on quantitative analysis the survey results we found that the type of instructional design is more complicated in teaching practice, mainly including experience direction,teaching theory direction,study theory direction and instructional technology direction. It is precisely because of diversity of teaching design types in the practice and inadequate of study between relevant theory and application in our local community, the theory eara drawing the study conclusion abroad makes there are many problems instructional design theory applying teaching practice. Specifically including the following: teaching context leading to the differences makes it very inappropriate between instructional design theory and teaching practice in our country; the limitation of instructional design concept limits the teacher's creativity in teaching process; frontline teachers lack of initiative useing instructional design theory designing teaching, the ability of teaching design is low; the operability of instructional design theory to guide teaching practice is insufficient. Finally, we give out ourselves understand to instructional design and put forward countermeasures solving this problem, including making instructional design popularity and wide in teaching practice; correcting the mistake cognition to instructional design; changing the traditional concepts of education, improve the ability to design teaching; actively seeking to establish a new and powerful operability theory of instructional design practical guidance the teaching practice. These four areas are identified the problem-solving measures from a macro perspective. 4 teacher action studies case. Action studies mainly discuss on how to enhance operational problems of instructional design theory to guide the teaching practice from the micro-perspective -- the specific teaching implementation aspects. This is the most important problem and the most difficult problem to resolve, but the problem is most need to solve. Introducing the case of action studies of teacher Chen Lanping- discipline teacher (teaching theory direction), of teacher Luo Weiliang-instructional technology (instructional technology direction), of teacher Yang Gang-thought training (study theory direction). By the comparison research the author point out the core conclusions of the study. (1) further enhance the operability of instructional design. Including dividing instructional design into different categories; reasonable and effective integrating instructional design and educational technology tools; changing system design for point, line, surface, three-dimensional design. (2) establishing broad instructional design notion. The main body of instructional design need clear, we are all designers; teachers should integrate practice further, should learn in the application ,should frequently engage in relevant seminars to summarize and exchange of successful designing experience; attention to the designing of the students'thinking methods; attention to the diversity designing of evaluating teaching methods. (3) we should conduct the combination research of instructional design and teaching theory (experience) in-depth to improve teaching quality. The brief summary has pointed out the innovations of the study, including: considering the development of instructional design and teaching practice from the reverse thinking perspective; instructional design concepts existing teaching practice being categorized; finding countermeasures to solve instructional design theory and teaching practice out of joint from the macro and micro perspectives. Finally, pointing out the limitations and further research directions of the study。...