The Teaching Design-based Research Of "Bravery And Hardworking" In The Boo K Of Culture Life During The High Middle School

"Culture of life" is the ideological and political course in recent years, the new high schoolcompulsory modules, implementation time is shorter. Meanwhile, the "culture of life" Contentbroad coverage, more emphasis on student sentiment of probation, the right emotion for students,attitudes, values formation, the overall quality of teachers demanding. How can we teach culturallife lessons, is a major challenge for middle school teachers made ideological and political course.Teachers teaching the appropriate design and build a perfect ideological and political and culturallife lessons, and student mastery of knowledge and skills and emotional sublimation closely related.Thus, the growth of the students themselves conform to the requirements in accordance with thetrends in educational reform and development, ideological and political course of middle schoolclassroom design has become imperative, the only way to make high school political class "cultureof life" teaching part of a vibrant, promote student achieve three objectives. In this environment, inorder to enhance the "culture of life" standard of teaching, the author for the "culture of life" sectionof the "brave and hardworking" contents of a specific variety of research instructional design.This thesis consists of three parts:The first part is a general exposition of the basic principles of instructional design. First, theauthor defines the meaning of instructional design, both "what is taught" and particularity "how toteach the content", and outlined a complete instructional design to include content, and this study isnot a complete curriculum design, training and operations without blackboard design. Secondly, theauthor puts forward the principles of instructional design, emphasizing instructional design servicesfor educational purposes, through an effective way to better achieve the purpose of teaching,optimize teaching. The author discusses the general principles of instructional design, namely theprinciples of integrity, the principle of gradual and operational principles, while also for the "braveand hardworking" teaching content analyzes of specific teaching principles, namely the principle ofpolitical, historical analysis principles and people-oriented principle. Finally, the author putsforward the significance of instructional design, is conducive to the growth of teachers, education is conducive to teaching practice and theory combined conducive to teaching purposes and isconducive to the industrious and brave Spirit.The second part of the "brave and hardworking" content specific instructional design. Firstly,the teaching content "brave and hardworking" conducted a detailed analysis of the content, while onthe "brave and hardworking" Teaching content analysis, the author of the standard curriculum,teaching content, status, important difficulties in teaching and learning situation analyzed in detail.Secondly, in the analysis of the teaching objectives, the author of knowledge, abilities, attitudesdimensional target values were analyzed. The third is "industrious and brave" content specificteaching methods and teaching process design. The author explores the dialogue were teaching,case teaching, practice teaching connotation three teaching methods and how to use ideological andpolitical lesson, and then for a variety of teaching methods in three specific instructional design.The third part, for instructional design "brave and hardworking" a reflection of content, theauthor explores the dialogue teaching, case teaching, instructional design specific problemsencountered in the practice of teaching and improvement, enhancement initiatives. First of all, areflection of instructional design dialogue. I believe that there is a dialogue of instructional designfor dialogue and dialogue, the lack of "backbone" and dialogue of the three issues facing minoritystudents for instructional design problems in the dialogue, the author put forward measures toimprove dialogue teaching. Specific measures designed dialogue topic, create a democratic andequal relationship between teachers, teacher moderation guide. Secondly, the design of the caseteaching reflection. The author summarizes the case study design issues, namely to understand themeaning of the case deviation, teachers locate misplaced, interaction between student and studentissues. Case instructional design for the problems, the author proposes a careful selection ofteaching cases, effective control of classroom instruction and a reasonable guide summarizes threeo’clock upgrade recommendations. Finally, a reflection on the practice of teaching. This paperdiscusses the design of practical teaching three issues, namely the lack of practical teachingexperience, a lack of time and lack of practical teaching practice teaching objective conditions. Forpractical instructional design problems, the author proposes to do practice teaching teachersdesigned to do the preparatory work of teachers and teachers should guide the discussionsummarizes three o’clock enhance good advice.