An Investigation Into Instruction Design Based On Social Constructivism Theory In English Reading Of Senior High School

Any success depends upon previous preparations.Instruction design is literally concentrated on modern teaching art.Moreover,effective teaching design is the scientific teaching management process of applying advanced teaching theory and teaching techniques.In the reading teaching in the Senior High School,the implementation of the scientific and effective instructional design is not only an exploration of the traditional teaching channel and traditional teaching system,but also a guarantee for the effectiveness and efficiency of the teaching of English reading.Cultivating students5 reading literacy and skills remains the top priority of English teaching,which is the requirement for the new curriculum standard for senior high schools under the information environment.The theory and practice of instructional design has internationally gone through three stages,involving multidimensional researches such as in art,education,psychology,system engineering,etc.Its application and theory have been increasingly developed internationally towards a more qualified,more professional perspective,covering diversified and multilevel classrooms and courses.In the study of constructivism instructional design,task-based teaching design model,communicative approach and the distance education combined with technology and information are the mainstream of constructivist research.However,most of these studies remain on empirical stages of theoretical practice.Besides,because of the relative lack of empirical application,they focus more on one constructivism theory(scaffolding teaching,anchored teaching,random access instruction),which causes the uncoordinated proportion of research objects(mainly concentrated on college English and primary school English)and the single-faceted research content(reading,listening,grammar,writing,etc).In response to these problems above,this paper adopts three kinds of teaching approaches(scaffolding,anchored and random access instruction)on the instructional design of reading class in senior high school on the theoretical basis of social constructivism and instructional design.The three approaches combined with new situations and activities are used in the same reading material,allowing students to learn and think about the depth and breadth of the text from different perspectives,so as to achieve the purpose of knowledge construction.The study mainly adopts such approaches as classroom observation,questionnaire and experiment,and carried out a semester's teaching experiment on 128 sophonore students of two classes in a high school in Yichang.In the experimental class,I implemented the social constructivist instructional design.Comparatively,the traditional teaching model continued in the control class.Comparing the records of performance of the two classes,it is initially understood that constructivist instructional design has a great impact on student's interest,autonomy and interactivity in learning and knowledge construction.At the same time,it has also been found that classroom discipline and the teaching progress are difficult to handle in reality.In order to improve the instruction design further,the writer conducted two sxirveys for the two classes to obtain the questionnaire and statistic data in a term.The study finds that the experimental class has significantly improved in terms of learning interest,autonomous learning awareness and learning habit due to the practice of social constructivist instructional design.Based on the experimental research,I put forward some specific methods for optimizing reading design from the aspects of students emotional attitudes,learning environment and the teaching process,aiming to provide high school English teachers with instruction design of valuable reference and practicality,to improve teacher's qualities as well.