Individualized Instructional Design Of "Healthy Lifestyle" For Biology Education In Junior High School

Individualized instruction is a method of instruction in which content, instructional technologyand place of learning are based upon the interests and personality of each individual student. In aproperly individualized instruction, students study and progress more independently andconsciously. It achieves its educational objective via multi-routes which fulfill the needs ofdifferent type of students. Nowadays the research on individualized instruction is mainly focusedon theoretical study. The application of individualized instruction is random, especially onbiology education for junior high school students. In this thesis, we described an individualizeddesign of “healthy lifestyle” course systematically and standardly based on our study ofindividualized instruction for biology education in junior high school.This thesis can be divided into seven parts:The first part is introduction. In the first part, wedescribed the reason we choose this project and the significance of this project based on theanalysis of demand of society, the functionality and status of individualized instruction, andadvanced experience of other countries.The second part is the methodology of our study. In thispart, methodology we used for this study was provided. Literature review and investigation arethe two principle methods we used for our research.The third part is the description of theconcept of individual, individualized instruction and individualized instruction design.besides,the theoretical foundation of the individualized instruction design was discussed based on thetheory of multiple intelligences and the cognitive load theory.The fourth part is the analysis of“healthy lifestyle” course. The content and significance of the “healthy lifestyle” course wasanalyzed in this part according to the new curricular standards. The fifth part is design principlesThe course was classified into three parts: theoretical course, experimental course and practicecourse.The design princeples include theory, course content and teaching conditions.The sixthpart is the individualized design of the “healthy lifestyle” course. The seventh part is theconclusion. In this part, the results of this study were concluded. The novelty of this study was emphasized and a further study in the future was proposed.In this thesis, we described an individualized design of “healthy lifestyle” course innovativelybased on teaching content, teaching purposes and teaching conditions. The research achieves thegoal and has positive meaning to biology education in junior high school.But it is imperfect,so afurther study in the future was proposed.