Study On The Instructional Design Of Chinese Reading In Primary School Approaching To Complex Learning

In the 1960s, design methods highlight the apparent systematic framework which was the three-stage (analysisâ†'synthesisâ†'evaluation) for the design process. Until the 1970s, the face of the previous design methods had replaced by design principles. The change allows the participants and the user to enter the field of design that provides a theoretical basis for teachers involved in the design. The best-known had been made by Gagne (Gagne, R.M.) who is an educational psychologist in America. In principles of instructional design, he initially defines the concept of Instructional Design. After that, many scholars make some definitions of Instructional Design and the basic formation of the Instructional Design that is about "Why to learn"(Objective), "What to learn"(Content), "How to learn"(Method) and "whether it works"(Evaluation), etc.With the depth of study in Instructional Design, we find that there are deviations in the cognition and practice. Based on chaos theory, the complex system theory and the learning theory, we put forward the theoretical conception that is on the Instructional Design of Chinese reading in primary school approaching to complex learning. Its main points are that a) holistic function cannot be achieved through pieces together; b) there are many factors are inherently unpredictable in the process. Hence, we will be based on the nature of complex learning and a new learning paradigm perspective on Chinese reading instruction in primary schools to reexamine and build the theory, in order to convert the learning style in primary school.The article is based on the studying of instructional design, Chinese reading and the complex system. The conclusion I teased out is that the complexity of the instructional design for Chinese reading in primary school and the whole complex system directs to the transformation of learning style, i.e. the change from simplified learning to complex learning. The instructional design of Chinese reading in primary school approaching to complex learning is such a stand above the transition. Based on concepts of a) Chinese reading in primary school; b) Chinese reading instruction in primary school; c) instructional design on Chinese reading in primary school by layers of advancing, we understand its connotation, value orientation and features from the perspective of complex learning:it emphasizes the complete learning of reading subjects, teacher professional development and the unbalance between "learning" and "instruction"; it shows holistic, open and nonlinear features. From the internal association, the instructional design of Chinese reading in primary school approaching to complex learning has a lot of request from the objective, content, method and evaluation. Finally, we create its conditions by system support, environmental protection and the feedback mechanism.