The Theory Of Biological Instructional Design

Biology is a subject which undertaking the important task to improve students’ biologicalscience literacy and sharing the responsibility of cultivating people．Traditional ‘threepreparing’ and ‘three writing’can not meet the needs of the development of biology teaching，enhance the efficiency of teaching and be good for students’ long-term development．So，itneeds biological teaching design under the guidance of system theory changing the currentsituation．Biological Instructional Design is using principle of system，making teaching theory，learning theory and Biological Teaching Idea into the analysis of students，biology teachingcontent，teaching goal，teaching strategy and teaching evaluation before teaching．It aims atimproving the efficiency of teaching and promoting students’learning．Biological InstructionalDesign plays an important part in connecting biological teaching theory and teaching practiceand it can enhance the scientific of teaching，improve the efficiency of teaching and highlightthe dominant status of learners．This paper uses the method of logical thinking and literature method，interview method inpedagogy and Biological Instructional Design is as the research object．Firstly，the authoranalyses the history and current research situation of Instructional Design and BiologicalInstructional Design．On the basis of this，the article summarizes existing research results andpoints out its disadvantages．For example，new Instructional Design research achievementsabroad are not into the sights of Biological Instructional Design researchers timely．Besides，Instructional Design is not viewed as a whole system，instead it becomes the accumulation ofthe elements of Instructional Design and the pattern of rigid．Thereby to clear the purpose andsignificance of this study，it plays an important part in concept level，theory level and guidingteaching practice level．Secondly，a description of noumenon of Biological InstructionalDesign involves the definition of related concepts，the analysis of related characteristics，theanalysis of assumptions，the instructions of value orientation，the clarification of theory andconcept and the introduction of Instructional Design Pattern．Thirdly，this paper focuses on theanalysis and elaboration of the process of Biological Instructional Design and it can be dividedinto three stages：the front-end analysis of Biological Instructional Design，the medium-end design of Biological Instructional Design，the back-end evaluation of Biological InstructionalDesign．The front-end analysis begins with the analysis of the reason of Instructional Designwhich means the analysis of learning needs．Then it involves the analysis of teaching contentwhich refers to the analysis of learners and teaching content．The medium-end design is mainlyon the analysis of how to teach which includes the determination of teaching goal and theformulation of teaching strategy，and the latter contains the selection of teaching method，teaching media，teaching organization form and the design of teaching process．The back-endevaluation is how to judge teaching effect，which means the determination of teachingevaluation．Fourthly，the author designs some cases of four biological major class types：theintroduction class，the new teaching class，the recitation class and the experiment class．Theabove research results following certain research program need verifying，which refers to theevaluation of teaching designs results．This paper uses interview method and presents theresearch results to university professors， high school senior teachers and teachingresearchers．Combining with the experts’ and teachers’ comments，the article is revised andperfected．Comprehensive above research suggests that Biological Instructional Design is asystem engineering and it should be considered overall．In addition，when teachers designsteaching，they needn’t design all elements．Moreover，Instructional Design does not necessarilymake students achieve preset goals，instead，it just provides the necessary rather than sufficientconditions．In the end，the author analyses the limits of Instructional Design and points out thedeficiency of this study and possible research directions in the future．...