The Analysis Of The Main Element And Consistence Of The Class Instructional Design

In recent years, the theory and practice of classroom teaching has witnessed tremendous changes, which is along with the new curriculum reform. As a bridge connecting Teaching theory and teaching Practice, the class instructional design plays an important role in the success of the classroom teaching, which not only represents the teachers’teaching plan, but also manifests their education ideas. Therefore, in this paper, the classroom teaching design text of high school physics teachers for the object of study, It hopes that through the method of content analysis to find out education and teaching concept of teachers, to understand the instructional design practical ability of teachers,and to explore the main problems of classroom teaching design.The thesis consists of five parts, but the focus of the article in the third part and Part Ⅳ.The first and second part focused on the theory overview of the design of classroom teaching, teaching objectives, instructional design consistency, to provide a theoretical basis for the study of design and analysis of three and four departments.The third part that is based on the theoretical overview of the first two parts fixes the dimensions of the principal components analysis:learner analysis, content analysis of teaching, the preparation of the teaching objectives, the choice of teaching strategies, Teaching evaluation, and writes the index items table of consistency to the main element of the classroom instructional design. The fourth part is analyzed separately to the main element of the design of classroom instruction on the five dimensions above, in particular, the teleprompter analysis of the action verbs of teaching objectives. The results show that teachers although pay attention to the three-dimensional degree on goals, but ignore the four elements of the teaching goals. It leads to a bad phenomenon:indiscriminate use of action verbs, the target level confusion, the wrong object of the target behavior, the missing of constraints and evaluation criteria. The Part IV also carries out the sample T-test, based on the consistency items table to employ the contact and consistency of the various elements. The results show that teachers do not follow the systematic principles of instructional design on the analysis and design to the five dimensions, which isolation and separation of each component. Finally, the paper concludes with a summary of the previous analysis, and obtains the following conclusions:the first, teachers have started to pay attention the various components of the instructional design, but less attention degree on the Learner analysis and teaching evaluation. Secondly, the Teachers’ emphasis on the three-dimensional, of teaching goals, but they ignore the four elements of the target. Third, the main ingredients of classroom teaching are isolation and separation. For the above problems, the author expresses the improve strategic from teachers and schools, hopes to improve teachers’ classroom design capabilities from teachers’ own understanding of instructional design and the management, training, motivation of school...