Construction And Application Of Reverse Engineering Instructional Design For High School General Technology Courses

The revival and continued prosperity of our motherland are inseparable from the innovation and training of talents in the fields of science,technology and engineering(STE).In the era of rapid technological development,our country is now placing a greater emphasis on the independent research and development of core technologies,as well as the training of talents with the spirit of scientific inquiry,scientific literacy,and practical engineering skills,so as to ensure our country’s future international competitiveness on the road towards becoming a powerful country through science and technology.Adolescents are one of the key audience groups for cultivating scientific literacy in our country.The interest of science should be nurtured from childhood,technology awareness should be instilled in the classroom,and engineering skills should be cultivated through hands-on projects.The general technology course in the high school is an excellent ground for cultivating these core scientific competencies.The research in this thesis has constructed a new instructional design model,namely Reverse Engineering Instructional Design REID,a simple and systematic which enables high school teachers to develop general technology courses based on complex popular science and technology topics.Currently many teachers have a strong interest in popular STE topics,but STE topics often involve interdisciplinary professional knowledge,and since most teachers are not experts in the technical field,hence it is challenging for them to develop technical courses that are suitable for high school students.The new REID model proposed for the first time in this thesis,combines the "Reverse Engineering(RE)" concept and the "Learning Activity Centered Instructional Design(LACID)" model,helping teachers to systematically breakdown complex STE topics into simple executable unit lesson plans,and implement practical learning activities that promote teacher-student interaction,so as to achieve the purpose of improving the core scientific competencies of high school students.The first step in the REID model is to use reverse engineering to break down a complex topic into basic units at different levels,and to systematically sort out the course’s learning content for each basic unit.The second step of the REID model is to use an enhanced version of the LACID model to establish the knowledge modeling diagram for each basic unit,sort out the various types of knowledge,and the relationship between each knowledge points,so as to design,develop and plan the content of a general technical course.Finally,considering the needs of students as the core goal,and cultivating the students’ core scientific competencies(technical awareness,engineering thinking,innovative design,image expression,and materialization ability)as the teaching objectives,the activities in the general technical course are further developed to eventually form the final teaching plan.In order to verify the teaching effectiveness of this new REID model in this thesis,a general technology course "Nano World: Atomic Force Microscopy" was developed and its teaching plan was implemented in Fuzhou city’s B Middle School.Through three class hours of teaching,this course helped the high school students to understand the principles of nanotechnology,engineering design related to atomic force microscopy and the relevant knowledge,so as to cultivate these high school students’ engineering skills such as innovation skills,hands-on operational skills and problem-solving ability.In this study,the curriculum developed using the REID model was compared to traditionally developed curriculum.Through teacher interviews,student interviews,and statistical analysis performed using SPSS software on the scores of high school students before and after attending the general technical course,these results show that the REID model reduces the barriers for teachers to design general technical courses,effectively stimulates high school students’ interest in modern science and technology topics,improves high school students’ scientific competencies,technical awareness,engineering thinking and hands-on materialization capabilities,thus contributing to the training of technical talents who can face the new challenges of the 21 st century.