A Study On The Teaching Design Of Senior Chinese Higher Education

Reading teaching design is the premise of the reading class can be proceed smoothly, the formation of a scientific and reasonable reading instructional design is a necessary condition to achieve the best teaching effect. Primary schools are constantly strengthening the training of teachers, and for the views of Chinese reading teaching has also been constantly exploring. In fact, many schools in order to finish their work, deprived students’ experience in the thinking process of reading learning. And the understanding of the text will be directly taught to students. Therefore, in the context of new curriculum reform, the teaching of reading to the current design of high-grade primary school classroom research is imperative, which can improve understanding of the concept of instructional design. It is of great significance to use a variety of theories, improve the efficiency of the classroom and improve students’ Chinese reading ability.This paper is divided into five parts:the introduction part mainly expounds some backgrounds, in which reading is conducive to the development of high grade primary school students, the new curriculum put forward new requirements of the high grade students in elementary school and some existing problems. The research has rich teachers’ teaching theory and the significance to improving the students’ reading ability. This paper summarizes the connotation of instructional design, the definition and theory of Chinese instructional design, the content of reading teaching, and puts forward the innovation and insufficiency of this paper. The second part to the fifth part is the main part of this paper. Based on some concepts about primary school reading instructional design and the constructivism theory, whole-person education theory, situational teaching philosophy, the paper investigated the reading instructional design in D primary school in southern Jiangsu. From the reading teaching ideas, teaching objectives, resources, content, methods and the evaluations of teaching activities, the paper found some problems about the Chinese instructional design in primary school:ignore the importance of students’participation, the target is too general, the single use of resource, content selection is one-sided, method is too ideal and evaluation form fuzzy problem. And the causes are also analyzed:teachers’vague understanding in curriculum standards, lack of the concept of the development of network resources, not deep enough to grasp the contents of the teaching materials, the difficulties of interactive communication design and the evaluation of design are lack of clear standards. At last, the author thank the countermeasures:establish a student-centered teaching concept, clear the teaching objectives, make full use of teaching resources, teaching content reflected multiplicity, improve the practicality of teaching methods and complete teaching evaluation mechanism in many channels.