Instructional Design For The Professional Development Of Teachers Under The Perspective Of Technical Rationality

With economic globalization and the internationalization of science and technology, wehave entered the age of technology. The social demand for qualified personnel is increasing, thesociety attaches great importance to the talents, which takes the teacher’s teaching quatity to anew level. An important part of the construction of teachers in the world of the 21st century isthe teachers’ professional development issues. Therefore, improving teacher quality andprofessional qualities have become the main task of the new era of teacher education. However,it is learned that the teacher’s professional development theory is incomplete through analysisand the way for teacher’s professional development is too single, leading to poor results.Instructional design has been introduced into China for 30 years since the the1980s.Although we have made certain achievements in terms of theory development, there arealso many outstanding issues. The author analyzes the present instruction design mode in Chinafrom the perspective of design technology, the development of media technology history and theinstructional design theory development, finding that the prescriptive and authoritativeinstructional design model is the common mode of China’s education sector. This model hasstrong tendency to regularity, command, and expertise, completely ignoring the autonomy andcreativity of the teachers in the instructional design. And it deprives the discourse power of theteachers, which makes teachers be silent and the instructional design theory meet many obstaclesin the real promotion. With the development of international movement of teachers for autonomyrights, we urgently need a new teaching design model which can fully exert teachers’subjectiveand creative.Technology changes people’s lifestyles and behavior. Technology has brought to peopleefficiency, speediness and convenience, and at the same time it also brings people a lot ofdiseases and disasters, which people begin to realize that technology is not just tool, thetraditional rational criticism and reflection, technical rationality contains instrumental rationality、valuerationality and the development of rational. Just as a coin has pros and cons, technology also haspositive value and negative value, which is beneficial to the human value but also harmful to human beings value. Through a step-by-step analysis, we can find that the relationship betweentechnology and people is a two-way interactive one and the development is a common core oftechnical and educational value. Therefore, we can analyze the problems of teacher’s professinaldevelopment in the teaching design from the perspective of technical rationality.Facing with the confusion of the reality in theory and practice, the author deeply feels thatthe teachers as instructional designers should be the core of the instructional design. Teachers ininstructional design which approach not only can solve the current problems of the instructionaldesign, but also can promote the professional development of teachers. Accordingly, the authorreconstructs the definition of instructional design, finding out the instructional design model forteachers’professional development. the author explains the application of the reflection tools andbased on both actual instructional design case design.Significance of this study: From a technical rational perspective, explore the new ideas andnew vision of instructional design.According to the analysis of the problems of traditionalinstructional design problems and the causes, the author points out that teachers should serve as adesigners and users of instructional design, teachers through the instructional design can playmake a good use of his or her freedom and right to speak, through making instructionaldesign,which can truly promote the professional development of teachers. The emphasis ontechnicality is the feature of teachers’ practicalness and professionalism. An instruction designmode for teachers’ professional development can be gained through the reconstruction of thedefinition of the teaching design.