Research On The Theory And Practice Of Middle School Science Teaching Design

As a comprehensive course, the secondary science is an introductory science course of which the content is based on the junior high school students’ daily life, to guide students into inquiry-learning, take the students’ development as the core and cultivate students’ scientific literacy as the purpose. As a link between teaching theory and practice, the Instructional Design is the important embodiment of teachers’ teaching ability as well. So how to process instructional design is the big question that every teacher should be seriously looking into. At this moment, the teachers’ education resources sharing course called “Instructional Design of Secondary Science” which is implemented by the government becomes very important.Referred to the practice of classroom teaching of instructional design of the secondary science in our country, this paper uses the research method of literature, experience and investigation, combs the theory of teaching design at home and abroad and combines the theory and practice of instructional design by studying the actual case. Meanwhile, this paper points out the existing problems and countermeasures for solutions on the instructional design.This paper is divided into five parts and the 1st part is introduction. This part introduces the research background of instructional design of secondary science, explains the reason of studying the instructional design and points out the great significances that this study will improve the quality of using teaching medias and teaching materials, make teaching process more scientific and reasonable, and foster students’ scientific thinking habit and ability. This part also illustrates to make analysis of instructional design theory and method at home and abroad, consult to the relative experiences, highlight the characteristics of the secondary science course, then carry out an instructional design with distinctive characteristics and enhance the thinking and method to improve the ability of teaching design.The 2nd part: the summary of instructional design and the relevant theoretical foundation. This part is to expound the definition and nature of instructional design, introduce 4 kinds of teaching design modes based on self-guided learning: teaching design mode by dependent-learning, teaching design mode by stimulating the learning interests, teaching design mode by students’ leading and teachers’ offering help and teaching design mode by self-guided learning. This part also introduces the teaching design modes based on informationization: Kemp mode, Margery mode other foreign teaching modes. The communication theory, learning theory, teaching theory and other international instructional design theory are presented in this part as well.The 3rd part is about strategy of instructional design. Starting with the basic process, characteristic feature and using object of instructional design, this part introduces the following instructional design: inquiry learning type, cooperative learning type, integrated learning type, expanded learning type and innovative learning. This part also analyzes basic principles that the instructional design of secondary science should be followed and expounds the strategy of instructional design made a detailed analysis of the design for teaching goals, teaching processes, teaching contents and teaching evaluations, which can provide guidance for the instructional design of secondary science, and that is the point of this chapter.The 4th part: the research of instructional design practice and this is the core of this paper. Guided by the above theory and following the basic principle and strategy of instructional design, this part practices the representative teaching materials “The Birth and Growth of Life”, “The Evaporation and Transpiration” and “Air Pollution” from Oxford edition, also makes a detailed analysis on these 3 teaching cases from 5 basic elements of instructional design: teaching target, teaching goal, teaching strategy, teaching process and teaching evaluation, then figure out the root cause of the problems that raised in this teaching design practice.The 5th 5 part, also it’s the final part, puts forward some suggestions about the methods and analysis for the instructional design of secondary science. This part points out it should clarify the difference between the teaching design and teaching plan, and learn how to analyze when meet problems and how to make teaching thinking during the process of teachers’ professional development. This part also points out that the instructional design should be student-centered and focus on variety of learning style.