A Study Of The Instructional Design Ability Of Uygur Bilingual Teachers

Instructional design ability of Uygur bilingual teachers is the basic point for this study. The subjects of this study are the bilingual teachers from Urumqi and Hotan who teach physics. The methods used in this study are literature study, scale measurement, questionnaire, interview mean analysis, frequency analysis, work analysis method etc. so as to measure, analyze and study the instructional design case of the two regions'bilingual teachers of physics.After the measurement of instructional design cases made by bilingual teachers of physics from the two regions, the analysis of the corpus shows that, in terms of instructional design ability, Uygur bilingual teachers are inferior overall, which is showed in incomplete aspects of instructional design, unclear requirements of the specific aspect, misunderstanding of the meaning of aspect setting and other problems. Design ideas lag behind; the design is still"teaching centered"; teachers ignoring students learning motive etc. In reflecting bilingual characteristics, bilingual teachers'instructional design from Urumqi can reflect bilingual characteristics. The instructional design made by teachers from both regions doesn't reflect teaching goals.The questionnaire shows the state of the two regions'teachers'theoretical knowledge of instructional design, the understanding of the new physics course, automatic professional activeness, automatic professional ways and methods. And the author interviews the training content further education, teaching and studying situation and the situation of teachers who serve in Xinjiang, and analyzes and studies the data of the questionnaire and inquiry.After the analysis of the questionnaire on bilingual teachers'professional autonomy, the interview on the training contents of bilingual teachers and the study of questionnaire data and inquiry, it shows that teachers lack the consciousness of active learning, and relevant theoretical knowledge of instructional design. The external factors resulting in this is that the educational contents and methods are monotonous; the implementation of good educational policy is inadequate; the study of textbooks is not enough; teachers who serve in Xinjiang can be fully taken advantage of etc.