Research On Design Learning-oriented Instructional Design Model

Design-based learning(DBL),as a new learning method emerged in the field of foreign education in the late 1990s,has attracted wide attention from scholars at home and abroad.It places learners in complex authentic situations through learning tasks.It emphasizes that learners can actively participate in the design of inquiry activities,meaningfully learn knowledge and develop their higher-order thinking abilities,such as problem solving ability.This concept of learning and development meets the demand of learning in the era of knowledge economy and conforms to the current trend of talent cultivation in China.Therefore,how to effectively apply this learning method in the current teaching practice and play its due role and value has become a problem that we need to explore and think about at present.In view of this,this study mainly adopts the methods of literature research,classroom observation,interview and ISM to construct the teaching design model.With the theoretical support of "learning by doing","constructivism" and design research,the theoretical connotation of design-oriented learning-oriented teaching design is analyzed,and theoretical deduction and practical induction are used in the pre-study.This paper constructs a design-oriented learning-oriented teaching design model and applies it to a college classroom.Through three rounds of iterative research,it is continuously optimized and improved to form the final teaching design model,with a view to providing theoretical and practical reference for front-line teachers to apply design-oriented learning.The specific research contents of this paper are as follows:The first chapter is the introduction.It mainly expounds the origin of research,the purpose and significance of the research,the core concepts,the theoretical basis,etc.,sorts out the relevant literature,and determines the research methods and ideas.The second chapter is ontology exploration.It mainly analyzes the theoretical connotation of instructional design from the perspective of basic concepts,characteristics and principles,and provides some theoretical guidance for the design-oriented learning-oriented instructional design.The third chapter is model prefabrication.Based on the combing of the classical model of instructional design and design learning,the core elements of the design-oriented learning-oriented teaching design pattern are analyzed.On this basis,the instructional structure model is used to pre-construct the design-oriented learning-oriented teaching design pattern.The fourth chapter is the mode correction.Taking a college course as a practical object,the pre-constructed teaching design model is used for teaching design and design-based learning activities.Through classroom observation,teacher-student interviews and other means to understand its teaching effects,in order to reflect the deficiencies of teaching design,and then Through three rounds of iterative activities,it is gradually improved and revised to form the final design-oriented learning-oriented teaching design model.The fifth chapter is mode reflection.The internal structure of design-based learning-oriented teaching design model is interpreted in detail from four aspects:teaching analysis,teaching preparation,teaching implementation and teaching evaluation.The effect of the model in practical application and the problems needing attention are analyzed and summarized,and corresponding suggestions are put forward to solve these problems.