Based On Constructivist Learning Theory, Teaching Design Patterns

Instructional mode reform is the determiner to the success of education reform in our country. Teacher-centered educational thought and instructional mode have ruled the classroom activities in our country. It cmphasises teacher's dominant position; yet students receive knowledge passively. It's no good for cultivating creative talents, so we must abandon it and construct a new instructional mode which can fully embody students?function during cognitive process and at the same time lay stress on teacher's guidance. In this article we shall study the theoretical basis of this new mode. The focal point of this thesis is to put forward an instructional process design mode based on constructivist learning theory. The mode's heoretical basis is constructivist learing theory and instrcuctional design theory. Constructivist believes that knowledge can not be acquired from teaching but constructed meaningfully by the leaner. During this process the learner need be in a certain learning environment, get help from his teacher or learning partner and use necessary material. Then we may find that the roles of teacher and student in this new mode are different from their original ones: learner is the cognitive subject, and teacher is the guide or the helper. The Instructional design is getting more mature ever since 1960's, which have two schools and three levels. The two schools refer to teaching-centered instructional design and learning-centered instructional design. The three levels include instructional system design, ~nstructional process design and instructional product design. The instructional process design mode based on constructivist learing theory can be divided into three stages. 1. Preparation stage: It consists of instructional goal analysis, learner characteristic analysis and learing content analysis. The three steps decide the learning task, which is the core of the whole mode. All the steps of the mode spread around it. 2. Learning teaching interaction stage: Theie are six steps comprising learning environment design, learning tactics design, learning resource design, cognitive tools design, management and help design, um and ..xercise. The first five steps center on learning task closely, forming two-way circulatory system. 3. Evaluation and revision stage: Revision is the basis of the education. so we can conclude that it is useful to develop learner's originality by using this mode. The heart of the mode is learning environment design, learning tactics design and learning resource design. Learning environment design and learning resource design provide the indispensable condition and requirement for the learner; learning tactics design stimulates learner to construct the meaning of the knowledge on eir own initivative. In this thesis we have discussed the three parts in detail.