An Investigation Research On The Present Situation Of Teachers’ Instructional Design Ability Of High School Teachers

Instructional design is an important part of the teaching work forteachers,and instructional design ability is an importantmanifestation of the professional quality of teachers. Research onTeachers’ instructional design ability is not only helpful to enrich thetheory of teacher professional development, and promote theprofessional growth of teachers, but also can effectively optimize theclassroom teaching effect,and promote the comprehensivedevelopment of students, and actively influence the implementationof the new curriculum reform of basic education.Based on this, thispaper considered high school teachers in a region as the researchobject,and had carried on the investigation to the current situation ofthe development of instructional design ability of high schoolteachers,meanwhile put forward effective countermeasures toimprove teachers’ instructional design ability of high school teachers.The results of this study can be concluded as follows:First,refined the connotation of instructional design ability,then,the structure of the ability can be summarized as: analysisability, design ability and evaluation ability, including: analysis ofcurriculum,analysis of textbook, analysis of learners,organizingteaching objectives,selecting teaching strategies and resource, designing teaching evaluation,designing evaluation tools forassessment, reviewing and revision of the teaching design for thestudent and the effect.Second,the overall level of instructional design ability tended tomoderate,the development of all dimensions of instructional designability from low to high order is: the choice of teaching strategyresource,designing teaching evaluation,organizing teachingobjectives,analysis of textbook,designing evaluation tools forassessment,analysis of learners,reviewing and revision of theteaching design for the student and the effect,analysis of curriculum.There was a significant correlation between the behavioral andcognitive performance of teacher’s instructional design ability in alldimensions. Finally, teachers’ understanding about connotation ofinstructional design and attitude tended to be good.Third,there’s certain effect of gender on the instructional designability,analysis ability, design ability and evaluation ability, femaleteachers’ability is higher than male teachers’ability, but no significantdifference existed about the teachers’ attitude to gender.Fourth,there’s significant effect of teaching age on theinstructional design ability,analysis ability, design ability andevaluation ability.The overall instructional design ability of teachersincreased with the teaching age;the ability of0~5years’teachers issignificantly lower than those of6~10years,11~15years,16yearsteaching age. Teachers’attitude reached the highest level at about11~15years teaching,but no significant difference existed.Fifth,there’s certain effect of degree on the instructional designability,analysis ability, design ability.In detail, teachers with junior college degree got the highest and there is significant effect betweenjunior college degree and bachelor and between bachelor and master.There is no difference among degree on teachers’evaluationability.Teachers’attitude increased with different degree,but nosignificant difference existed.Sixth,there’s not certain effect of region on the instructionaldesign ability,just on the analysis ability and teachers’ attitude, cityschool teachers’ability was significantly higher than that of ruralschool teachers’ability.Seventh,there’s certain effect of school type on the instructionaldesign ability,analysis ability, design ability and evaluation ability.Keyschool teachers’ability was significantly higher than those in ordinaryschool teachers’ability.There was significant difference betweendifferent school types on teachers’attitude, key school teachers’attitude is better than the ordinary school teachers’attitude.Finally,there’s certain effect of different subjects on theinstructional design ability,Chinese teachers’ability was thehighest,and was higher than English teachers’ability.There issignificant differences between different subjects on analysis andevaluation ability, Chinese and math teachers’ability were higherthan English teachers’ability.There is no difference between differentsubject on teachers’evaluation ability.There was no significantdifference between different subjects on teachers’attitude.