The Survey About Language Instructional Design Level In Primary School

As the implementation of the new curriculum, with the design of "theme"as a unit has become Chinese textbook a new orientation of the layout, it will call for the innovation of instructional design and the quality and ability of primary school teachers will face the new challenges. The teachers’ instruction design level not only can well reflect the teachers’ teaching idea and to some degree reflect teachers’ teaching behavior. So the study of the teachers’ instruction design level can effectively analyze teachers’ instruction design train of thought and help to analyze the teachers’ instruction design meets the concept of the new curriculum or not,which can promote teacher’s professional development, promote foundation education curriculum reform and improve the instructional quality.In this paper, the author takes Beibei District, Chongqing as a sample in the hope of having a basic understanding of language instructional design level in primary school.Analyzing the cause of the present situation, offering the recommendations for improvement, and improving teachers’ instruction design,improving the quality of language teaching in primary school.Introduction discusses the origin of this study, the status of both home and abroad related research, the research method and the meaning of language instructional design level in primary school. The first part explains the meaning of the language instructional design level and the manifestation in detail. The second part presents the current situation of language instructional design level in primary school, including questionnaire design, questionnaire implementation, findings and the preliminary analysis of the survey, the defect in the instructional design and analysis of causes. The third part discusses the conclusion of the survey, providing the suggestion under the combination of statistical analysis of the questionnaire with the interview survey.According to the survey, it has been found that in the actual instruction teachers have difficulty in grasping Language New Curriculum Standards, handling the teaching material without holistic thinking, have difficulty in transferring from "Teach teaching material" to "teach by means of teaching material"; Teachers only focus on the aims of one unit or one text, neglecting the concordance of Three Dimensional Goals; carry out teaching according to the sequence of teaching material;having difficulty in reflecting the whole process of instruction with holistic thinking. That all is result from not systematic thinking but too much punctiform thinking. Teachers’"one text instructional design" concept is still strong; it’s hard to think each text teaching from the perspective of whole unit, fewer teachers can integrate instructional design standing on the discipline point. To improve teachers’ ability of instructional design, we can consider the following parts:Studying chinese curriculum standards earnestly; Reading teaching material deeply; Integrating teaching content creatively; Strengthening the consciousness of whole goal. Finally, it is the concluding remarks. The author reflects what have been discussed, points out gains and shortages, and proposes future endeavors.