Research On Teaching Design Under The Theory Of Knowledge Classification

Front-line teachers often attach great importance to "what to teach" in the teaching process,but pay little attention to "why to teach";let alone analyze the teaching content from the perspective of knowledge type.In this way,some problems have arisen.,such as the randomness and fuzziness of teaching objectives,the lack of internal consistency in teaching objectives,teaching processes and teaching evaluation,and the failure of teaching objectives to guide the implementation of key discipline abilities.In view of these problems,the author puts forward the research of teaching design under the theory of knowledge classification,and carries on the concrete analysis of the related problems combined with the teaching design of primary school Chinese subject.This study is based on the idea of "discovering problems-analyzing problems-solving problems".Firstly,the problems of instructional design are deeply excavated from two dimensions of history and reality.Secondly,aiming at these problems,this paper tries to analyze instructional design by using the theory of knowledge classification from the perspective of cognitive psychology.Finally,according to Anderson’s two-dimensional target classification theory,the teaching design model from the perspective of knowledge classification is constructed.First of all,the first chapter uses text analysis method to collect a large number of primary school Chinese teaching design texts since the founding of the People’s Republic of China,and through the analysis of the characteristics and development trends of these texts to understand the problems of teaching design.The study finds that the "double-base" stage attaches importance to knowledge inculcation,but ignores the question of what knowledge is;the "double-factor" stage attaches importance to the guidance of learning methods,but ignores the adaptability of knowledge to learning methods;the "three-dimensional objective" stage is confined to the confinement of curriculum standards,but ignores the prominence of core literacy.These three stages all classify the teaching objectives from the philosophical point of view,which is less operable.Therefore,in order to solve these problems,the author proposes to use the theory of knowledge classification from the perspective of cognitive psychology to guide teaching design.Then,the second chapter investigates the teaching design of more than 80 primary school Chinese teachers by using the methods of investigation and interview,mainly from four aspects:the cognitive degree of teaching design theory,the satisfaction degree of teaching design,the ability of teaching design and the influencing factors of teaching design.Through the investigation,it is found that teachers have a higher understanding of the theory of instructional design,but a lower understanding of the theory of knowledge classification;teachers know the theory of knowledge classification,but they are not used in practice;teachers have a higher ability of instructional design,but in some aspects are still insufficient;teaching objectives,teaching methods and evaluation content are inconsistent.Therefore,it is proposed to build a bridge between knowledge classification theory and instructional design.Thirdly,the third chapter carries out theoretical analysis,and finds that the theory of knowledge classification from the perspective of cognitive psychology has great guiding significance for teaching design and promoting the core literacy of Chinese.Firstly,the analysis finds that there is a great connection between Gagne’s theory of classification of learning results,Anderson two-dimensional goal classification theory and the core literacy of Chinese.Then,it finds that the four kinds of knowledge in Anderson’s two-dimensional objective classification theory can correspond to the corresponding language learning content,teaching objectives,teaching methods and assignment types.Thus,it lays a theoretical foundation for the construction of the design model of Chinese teaching in the next chapter.Finally,the fourth chapter carries on the model construction,through the analysis and improvement of the classical instructional design model,establishes the basic model of Chinese instructional design under the theory of knowledge classification.Then,it constructs a Chinese teaching design model under the guidance of Anderson’s two-dimensional target classification theory:single factor teaching design model and comprehensive factor teaching design model.Among them,the single factor model is the ideal model,including the factual knowledge teaching design model,the conceptual knowledge teaching design model,the procedural teaching design model,and the reflective cognitive knowledge teaching design model;the comprehensive factor model is the model in the real situation,and it is the teaching design aiming at two or more types of knowledge.