Primary English Teachers' Instructional Design Competencies In Contemporary China

Since the 80's in the 20th century, it has been put forward to change the paradigm in teaching theories. Teaching institutions began to focus on the students' study instead of the teachers' teaching. The change of the paradigm urges the students to reflect their education ideas and teaching practice. As a bridge connecting teachers' teaching ideas and teaching practice, the instructional design is very important. It not only represents the teachers' teaching plan, but also manifests their education ideas. Otherwise, the instructional design also can reflect teaching practice of teachers in classroom at the present age. So it is the paper's core issue to find out the teachers' instructional design competencies in Contemporary China.The paper mainly includes three parts:The first part is introduction. First of all, the paper expatiates why the writer chose the topic from three aspects: classroom observation understanding, the theory research station of the instructional design competencies, and document bases of the further research, then analyses the important meaning of studying the instructional design competencies. Secondly, the paper summarizes the existing research of teachers' instructional design competencies from three aspects: definition, status in quo and influencing factors of instructional design competencies, then comment the existing research on the contents and the methods. Lastly, it points out that the core issue is the teacher colony unitary developmental status of instructional design competencies. The paper mainly uses three research methods: classroom observation, document analysis and content analysis.The second part is the core content which consists of three chapters. The paper studies teachers' instructional design competencies from four dimensionalities: teaching objectives design, teaching methods design, teaching organization forms design and teaching question design. In every chapter, the writer firstly points out correlative theory and research method, and then uses content analysis to analyses samples. The second chapter researches teaching objectives design competencies of primary English teachers from six factors, such as language knowledge, language skills, learning strategies, attitude, culture, and so on. The third chapter researches teaching methods from seven dimensionalities: dialog, interlocution, debate, tuition, board writing, multimedia, and demonstration and then researches teaching organization forms design competencies from three factors: the whole class form, individual form and group form. The fourth chapter researches teaching question design competencies from teaching question style, order, thinking the students activities and so on.Basing on the second part, the paper holds that there are five transformations of primary English teachers' instructional design competencies: from knowledge objectives transforming to multidimensional objectives, from single and closing teaching methods transforming to multiform active teaching methods, from the whole class forms transforming to individual form, from low-level issue transforming to high-level issue, from simple issue order transforming to complex issue order, from teachers' activities transforming to teacher-students' activities.