The Instructional Design And Practical Research Of Effective Teaching Supported By The First Principles Of Instruction

Improving the quality of education and teaching efficiency is an eternal theme of all the reform in education and teaching. It is also a new subject in every era. For primary and secondary schools, the success of teaching reform depends on the overall advancement of classroom teaching quality, the ultimate goal of improving the quality of education is to improve the effectiveness of teaching and learning. In view of these facts that the teaching and learning is inefficiencies in current classroom and students’ ability can’t be improved well. The author thinks whether we can develop an instructional design mode under the guidance of a new teaching principle to promote students’ effective learning. The first principles of instruction is a set of prescription teaching theory which is effective in teaching. At present, the teaching practical application of first principles of instruction is so little in domestic. Therefore, in order to improve the students’ learning efficiency, the purpose of this study is to take the first principles of instruction as the theoretical basis and develop systematically an instructional design model. Taking it as a breakthrough for reforming the learning way in order to make a reference for improving the learners’ effective learning and ability.This paper has summarized the connotation of the first principles of instruction and the overseas and domestic research status. Based on the system science theory, cognitive learning theory, constructivism learning theory and elaboration theory, this paper will design an instructional design mode supported by the first principles of instruction by referring to general pattern of instructional design process, the instructional design standards of the first principles of instruction and the Pebble-in-the-Pond model for instructional development. Through two rounds of teaching experiment, this paper will discuss the organization of teaching content, the design of teaching activities and the making of learning resources in detail. Finally, this paper will analysis the teaching effect by the comprehensive analysis method including paper test, questionnaire and personal interview. The results indicate that the teaching practice based on this instructional design mode has improved the students’ academic performance, and it also can promote the students’ problem-solving ability, collaborative communication skills and capacity for self-expression.