Research On Classroom Teaching Design Integrated Within The Discipline

Now teaching materials are basically arranged by unit, but school teachers design their courses by passage or class. This phenomenon artificially dissevers the integrity and systematicness of knowledge, students just learns messy, sporadic knowledge without discipline knowledge structure. So students often do not know how to deal with complex problems. Therefore, teachers should regard subject as a complete system when they design their class and facilitate student's overall development.Integrated-subject-content-class-teaching design is a teaching design pattern that guided by systematic theory, studies Integrate-subject-content-class-teaching and scientifically and rationally arrange the elements of class teaching. But look through the domestic and foreign studies about integrated course teaching design, most of them are about interdisciplinary content integrating, information technology and subject teaching integrating, unit theme integrating teaching. Few research are about how to scientifically integrate the internal knowledge of a subject when design courses, fewer researchers have formed a complete theoretical system and the concrete operation technology. So the author tries to build up a theory framework of integrated-subject-content-class-teaching design, and hope to be able to put forward a suitable class design method for integrating internal content of a subject. This study selects group article reading case as studying object, deeply explores teachers' design text of group article reading, and puts forward some advice for teachers to integrate the internal content of a subject when they design courses. This research mainly include following contents:finding the connotation of integrated-subject-content-class-teaching design; putting forward the basic principles and concept of integrated-subject-content-class-teaching design; and summarizing four aspects of integrating teaching design in a subject as follows: The first is the overview of in-subject integration of course designing. The author puts forward not only the basic concepts of in-subject integration of course designing, but also the relative notions of it,including in-subject integration, course designing, group article reading. The author put forward the unique internal traits of in-subject integration of course designing, starting with the difference between in-subject integration of course designing and single passage based course design and considering the traits of specific teaching patterns.. In addition, the author has also studied the elements of course designing, and conclude four aspects for in-subject integration of course designing:teaching objectives, teaching contents, teaching process, teaching evaluation.The Second is basic principles of in-subject integration of course designing. The author Puts forward the principles of integration, restructure and subject. Principle of integration requires that course design should based on the whole teaching system and consider student's whole development as purpose. It also requires integration from internal subject design to make a integrated and effective course design. In addition, in-subject integration of course designing has disciplinary characteristics and each subject also has its own unique characteristic, so teachers should set up the disciplinary knowledge, disciplinary concept of thinking, problem solving and the subject for the integration of teaching process, together with possess professional discipline knowledge and aim at problem solving, keep the integration of content on the premise of the discipline nature when they design class courses.The third is about the mental method of in-subject integration of course designing. This article selects teaching goal, teaching content, teaching process and teaching evaluation as four elements of in-subject integration of course designing. The setting of teaching goals focuses on the teaching target stratified theory and divide the teaching goal from knowledge and cognitive process in two dimensions; The research of teaching content includes the choice of teaching content, dimension and the organization; it is not limited to the several forms of teaching activities but puts forward the characteristics of effective teaching activities; Teaching evaluation mainly involves learning evaluation for students, emphasizes on the basis of the teaching goal, judge the discipline integration teaching task within reach, and concern for students' delay evaluation, the pursuit of the long-term effects of subject integration, evaluate students from the overall development.The last is to use the previous theory to analyze the concrete teaching design case. This study selected the group article on Chinese reading teaching as the research object, explored it from its subject, teaching objectives, teaching contents, teaching process, teaching evaluation and so on, and amended its existing problems. This research also supplies cases for in-subject integration of course designing and help teachers to better integrate in-subject content and improve their teaching quality.