Problems, Attribution And Countermeasures In Biology Teaching Design In Senior Middle School

Instructional Design is a key prerequisite for effective teaching. By Instructional design, teachers can grasp the whole process of teaching activities and laid a good foundation for the next phase of education."Ordinary High School Biology Curriculum Standards (Teomporary)" has emphasized the importance of instructional design and standardized of teaching objectives, teaching strategies, teaching contents and teaching evaluation. The author observed, after six months internship, it is a common issue that teachers mainly pay attention to the teaching itself other than the alternative key features of instructional design. Based on the literature review, researchers focus on three main areas:the study of biological instructional design based on a theory, the study of an aspect of a biological instructional design as well as a class-based instructional design. Although the domestic biology teachers increasing the degree of concern for instructional design gradually, research is focused on three areas of biological research. Thus, the study in the field of instructional design is still not enough, despite the increasing numbers of literatures in this field. And in this paper, we focus on instructional design and make 3 propositions:First, to show the current status of high school biology instructional design, identify the problems and correct; Second, to find out why there is a problem in instructional design; And at last, propose solution strategies to problems of instructional design.The author applied 5 methodologies based on the propositions above:observation, literature analysis, evaluation, interview, case analysis. First, this paper use observation to describe the procedure when teachers preparing their lectures, to be able to concrete the topic of this paper. Second, this paper uses literature analysis, downloads the literatures in the past 10 years from the CNKI and Springer link, then screened out 120 literatures also borrowed fifty monographs from the library as a reference. Through seriously reading and analysis of the above literature7, the author sorts out the concept of instructional design, the origin, the basis, nature, characteristics and patterns of this study, determined to find out the current status of high school biology instructional design according to the four elements of instructional design and the teachers cognize, emotion and volition to instructional design. Third, compiled the "high school biology instructional design evaluation outline", using the evaluation method, and evaluates 300 high school biology instructional designs to identify the problems and get statistical results. Fourth, use case study to identify and correct errors in typical cases, ultimately acquire the commentaries. Finally, the author interviewed 70 high school biology teachers. The purpose is to find out the problems in instructional design, as well as come up problem-solving strategies theoretically and imperically.Following the preceding methodologies, the main contributions of this paper are: First, clear the status of high school biology instructional design, conducted a statistical analysis of the issues that exist in the instructional design and get statistical results. We also selected some representative instructional design cases to analyze, standardize teaching design writing and presentation; Second, find out the reason of biological instructional design problems that there are different degrees of deficiency of teachers’ instructional design "cognitive", "emotion", "attitude"; third, proposed strategies for solving instructional design problems, which include three aspects:optimize "Teachers’ Book" compilation, play the supporting role of "Teachers’ Book" appropriate; school or teaching and research department should carry out "instructional design training" and improve the "instructional design Assessment mechanism" to stimulate teachers interior motivation of instructional design.Based on theoretical research, case studies and interviews the paper made the following conclusions:First, there are four aspects problems should be solve which from teaching objectives, teaching content, teaching strategies and teaching evaluation in high school biology instructional design. Second, problems in instructional design comes from the teachers who lack of "cognitive", "emotion", "attitude" in instructional design, which should be offset; third, Optimize "teaching book" compilation, school or teaching and research departments carry out "instructional design training" and inspired teachers’ motivation for instructional design is the effective countermeasures to solve the problems.