Reseach On Middle School Geography Participatory Instructional Design

Participatory instructional design reflects the new concept of student-centered curriculum, and the people of this theory, constructivist theory strain. Studies of participatory instructional design in high school geography teaching, for promoting geographical curriculum reform has a positive meaning. Geography participatory instructional design, between teaching theory and teaching practice plays a role of bridge and link. The geographic participatory instructional design, accelerate transformation of participatory teaching from theory to practice is conducive to deepening the new curriculum reform of middle school geography. Promote geographic literacy of high school students, to improve the efficiency of geography classroom, has great significance.This paper is divided into three parts. The first part (introduction, chapter Ⅱ) is outlined, mainly to illustrate the research background, research status, significance, research methods and research routes. It defines the basic concepts involved in teaching. It introduces the basic concepts and the basic characteristics of participatory teaching.The second part (two chapters) is a fundamental part of research. Teaching geography closely involved in the design of this topic, describes the construction of the theoretical basis of the implementation of participatory instructional design, geographical participatory teaching mode to provide basic evidence for participatory instructional design.The third part (Ⅴ and Ⅵ) is part of the practice and reflection, the geography of participatory instructional design theory applied to real geography class up, the paper according to the degree of student participation in three cases designed participatory teaching, low participation instructional design, student teachers made well in advance of the views and opinions of instructional design, instructional design process is completed, the teacher in a dominant position; moderate participatory instructional design, teachers and students through democratic consultation completed teaching design, complete instructional design process, teachers and students are equal in status; highly participatory instructional design, teaching students to mention the preliminary design, the preliminary teacher mentioned amendments, the completion of the instructional design process, students in a dominant position. These three cases as examples of the previous argument, the theory and practice. He concluded the geography, involved in teaching course design and implementation problems may occur, and the corresponding solution strategy.This paper argues that geography participatory instructional design must reflect the basic characteristics of participatory teaching:To emphasize student participation in the whole process of teaching of geography in the development of teaching objectives, teaching content selection, selection of teaching media, teaching mode, entire geography teaching students participate in the teaching process, teaching evaluation. Above view is not pie in the sky, but on the basis of certain research and literature on classroom practice.