| English classroom teaching should be carried out in accordance with Ordinary High School English Curriculum Standards and the requirements of English subject curriculum.English instructional design is a process in which teachers analyze teaching materials and learning situation,design English teaching objectives,grasp key and difficult points of teaching,and use modern information technology and teaching strategies to dynamically generate teaching activities.Teachers are the most important “human factor” in the reform of education and teaching.Scientific instructional design for classroom teaching is the essential basic skill of teachers,which can reflect the professional quality of teachers,and is also a powerful guarantee for effective teaching.The teaching concept of production-oriented approach(shorten for POA)consists of four parts: learning-centered,input-output integrated,cultural-exchange and key competencies.The goal and advantage of POA is to apply learning to practice and promote learning,but it is not enough only to promote output and improve learning effect,POA also advocates the cultivation of students’ ability to do things in English.It keeps pace with the times in terms of core values,which coincides with the changes in the new era of education.POA puts forward “output-driven hypothesis”,which starts with output and ends up with output.A proper instructional design can make students get better “output-driven” resources,which is conducive to the effective promotion of English classroom teaching.Based on the theory of “POA” and social constructivism,this thesis adopts case analysis,questionnaire survey,classroom observation and interview research to study instructional designs of senior high school English teachers.Based on the observation of 15 senior high school English classes,the questionnaire survey and interview of English teachers’ attitude and ability to instructional design,and analysis of 20 high school English instructional designs,this paper aims to explore the following four questions: 1.What is the current situation of English instructional design in senior high schools? 2.What are the problems of English instructional design in senior high schools? 3.From the perspective of POA,what are the factors that affect the design of English classroom teaching in senior high schools? 4.What pedagogical suggestions can be offered to help senior high school English teachers improve their instructional designs? The results show that: According to the requirements of Ordinary High School English Curriculum Standards(2017 Edition),the teachers’ instructional designs can adhere to the teaching concept of “student-centered,teacher-dominated”and strive to cultivate students’ English subject key competencies,create a variety of teaching activities,and give students more opportunities to express and cooperate with others.At the same time,the following problems were found: First,there is a certain mismatch between objectives and output task in instructional design.Second,teachers fall into the misunderstandings of indoctrination teaching and activity-oriented design to some extent.The disjunction between input and output of English instructional design easily leads to the separation of learning and using in actual classroom teaching.Third,although evaluation standards are designed,they are not fully utilized,which leads to the lack of concrete evaluation of teacher-student cooperation.Further results indicate that the main reasons for the above problems are as follows: 1.Teachers are used to straightforward design thinking.2.Teachers are used to consider more about teacher’s teaching than students’ learning.3.Among all kinds of evaluation methods,teacher evaluation has more advantages,but most teachers are still not used to the evaluation of the combination of inside and outside the classroom.Therefore,four suggestions are put forward: 1.Learn from the theory of POA and adopt backward thinking to design,thinking from the learning result and taking the achievement of output task as the starting point of instructional design.2.Learn to design unit objectives and set unit tasks so as to let students understand the objectives and reasons of the unit,indicate the learning direction,and know “where to come from and where to go”.3.Learn to design more productive teaching activities to make students stay hungry,and attract them to participate in solving practical problems.4.Learn to design a more specific and operable evaluation standard to provide opportunities for students to evaluate progress and self-evaluation. |
