High School Physics Bilingual Instructional Design Theory And Practice

This thesis mainly makes a transplanting research which applies theInstructional Design Theory to the study of bilingual physics teaching of highschool. It makes research on not only theory of bilingual physics teaching but alsopractice, which is based on overseas and domestic bilingual theory,the characteristicof physics teaching and Instructional Design Theory. The thesis is composed of fiveparts.In the first part, the thesis generalizes the bilingual physics teaching of highschool including its definition, attribute and signification.The second part of the thesis is about the theoretical foundation of instructionaldesign of bilingual physics teaching. Firstly, it defines the instructional design ofbilingual physics teaching and probes into its realistic significance. Then, it listsseveral theoretical foundations of instructional design of bilingual physics teaching.In the third part of the thesis, the article summarizes the outcome of theoreticalresearch on instructional design of bilingual physics teaching. The thesis makessome theoretical study about the procedure of instructional design of bilingualphysics teaching including how to design the instructional objectives, instructionalcontents, instructional strategy and instructional evaluation.In the fourth part, the thesis summarizes the outcome of practice research oninstructional design of bilingual physics teaching. Firstly, it makes some introductionabout instructional experiment which is carried out by the author in the ShanghaiEighth High School. Then, it gives two instructional cases of the experiment. At last,the thesis reflects and summarizes the instructional experiment according to thequestionnaire which is investigated at the end of the experiment.In the last part, the thesis discusses the future of the instructional design ofbilingual physics teaching in high school.