A Research Of Generative Instructional Design In Junior Physics

Nowadays, the thinking and teaching mode,“teacher-oriented, student-centered”,has been accepted by schools and educational administrations at various levels of thegovernment with the wholly implementation and improvement of quality-oriented education.Comparing with others, this kind of education mode is more suitable for current status andenvironment of education. It is also more effective and reasonable to solve problem duringeducation phase. Therefore, the development this kind of new mode is more and more rapid,coverage is wider and wider and its influence becomes deeper and deeper.Generative instructional design emerges under new thought and mode ofquality-oriented education. It more concerns about teaching process, relationship, creativenessand individuality. The generative concept is shown as follow during instructional design: fromdeterministic to flexible teaching objectives, from monologue to dialogue, to develop teachingstrategies and from a single multi-evaluation of implementationThe main content of this study is to generate the basic theory of instructionaldesign and ideas. We specify generative instructional design to implementation and problemsencountered during physics teaching activities in middle school, and thepossible problems of analysis. In addition, we compare teaching activities under generativeinstructional design and traditional teaching activities by recordingand live through classroom questionnaires, combined with basic theory of generativeinstructional design.First, we design and implement teaching activities by applying specific applicationof generative instructional design combined its basic theory. Before class, everything is fullyprepared. Then, we carefully make a record of changes and problems on class, and analyzeand evaluate the whole process after class. We change instruction methods by series of measures. Finally, we get the advantages and necessity of generative instructional designunder new teaching thoughts and instruction requirements by comparing former teachingmethods and result in aspects of students’ enthusiasm on learning and absorbing basicacknowledge.Specifically, our research process is as follow: we first get the key idea of thegenerative instructional design and detailed requirements during teaching process byanalyzing its core concepts. And then we analyze that what kind of result and how it willinfluence the teaching process in reality. Finally, we analyze the specific class practicesand questionnaire survey to find that whether the influence of theory analysis appears andwhat the result is compared with the theoretical expectations.In this study, we find that in the process that generative instructionaldesign gradually adapted to specific classroom activities what is influence first is students’habit to find and thinking about problems. In addition, during the process of developing andstrengthening a habit of finding and thinking about problems gradually, students are moreinterested in learning and become more and more enthusiastic in study. The learningefficiency and effect are enhanced during process of classroom activities. Moreover, it alsoalleviates some unnecessary burdens for teachers and makes it easier to impart knowledge. Acertain extent, teachers’ enthusiasm and sense of dedication have been consolidated andimproved.