The Analysis And Research Of Chemical Teachers’ Instructional Designs In The Ninth Grade

Teaching is an activity that consists of some thinking procedures and shows corresponding plans in the early. Instructional design integrated many factors to analyze systematically and arrangement reasonably, then form the teaching plan. In fact, with the development of modern educational technology and the changes of required qualities in students and teachers, the quality of teaching design is in proportion to educational quality, in other words, the ability of making instructional design is a measure to measure teachers’ teaching ability. In China, the study of teaching design is emphasizing on quoting and digesting foreign achievements, in contrast, studies that compare practical teaching cases is very little, especially the teachers’ instructional design of a complete set of contrast research at different levels. According to the understanding of the above-mentioned situations, we make a survey of the junior school teachers from basic knowledge, attitude, ability, cognition, policy, restricting factors to understand the current status of instructional design, then in combination with related literature induction integrated out general analysis framework and flow chart of teaching design mode, finally, guided by the framework and flow chart, considering the specific teaching design and the design of the text to summed up the analysis of general framework in combination with related literature, finally based on the overall and chapter to make a concrete analysis of the three different-ranked chemical teachers’ designs. Above all I hope to find teachers’ characteristics in making instructional design and expected to provide some referenced values for teachers’ development in making instructional designs. The conclusions are as follows:The following problems of grade chemistry instructional design are as follows: first, lacking enough objective evaluation of their own instructional design; second, in the early period of the instructional design analysis is not sufficient; third the developing environment of new teachers is not loose; fourth, lacking confidence of what effects the instructional designs have; fifth following the teaching materials overly;last the narrow instructional designs and instructional styles are still exist.Taking all these problems into consideration, I point that guiding teachers understand the meaning and importance of chemical instructional designs, offering a loose environment for new teachers, creating more cultivated activities that relate to instructional design, changing teaching ideas and improving the abilities of writing instructional designs. Helping teachers improving the teaching materials. Finally, in the instructional design should pay attention to integrity, a complete set of teaching design should embody the teachers’ teaching concept, teaching method improvement, the constant progress of teacher’s professional quality; should pay attention to the logic, the use of teaching concept, teaching method improvement, the change of students learning, teachers’ overall grasp and so on; pay attention to the artistic quality, the teacher in the process of instructional design to create a certain aesthetic value; pay attention to consistency, goal, teaching, evaluation of three aspects.