The Research On Training "Guiding-subiective" Instructional Design Ability Of Physics Normal Students

With the further development of educational information in our country, wepay more and more attention to train the teachers’ instructional design abilities inteachers’ training. The instructional design ability of teachers determines the degree ofeducational information, and to a great extent, it is a key factor in the education reform.While the normal students today are the future teachers, the instructional design abilitywill directly affect their teaching in the future. Therefore, it is vital to strengthen theinstructional design ability of normal students. In the actual investigation and study, it isfound that the physics normal students have some problems in designing instructions.Solving these problems can help the physics normal students make better use ofinstructional design, and adapt to their future job more quickly. Therefore, thisinvestigation focuses on training "Guiding-Subjective" instructional design ability ofphysics normal students.Based on instructional design literature and on the actual investigation and study,this thesis is written by using the "Guiding-Subjective" instructional design, teachers’professional development theory and constructivism theory. It mainly discussesstrategies in the training of "Guiding-Subjective" instructional design ability of thephysics normal students. The instructional design ability of the physics normal students,on the basis of the actual situation, can be divided into three stages: theory-learningstage, training stage and introspecting stage. In the training stage, strategies of theinstructional design（Microteaching, Task driving, Scaffolding instruction, Discussionand Communication strategy, Based on the Internet of learning strategies, Cooperation,Role playing, Case teaching, School practice, Increasing of practice chances）is putforward, and meanwhile, they are used in the training process of "Guiding-Subjective"instructional design ability of the physics normal students. Then its effectiveness can beverified and the defects or deficiencies can be discovered. Most importantly, thisresearch can help improve the "Guiding-Subjective" instructional design ability of thephysics normal students, and provide a reference for solving some problems to cultivatethe "Guiding-Subjective" instructional design ability of the physics normal students atpresent.