Paper Keywords: Constructivism teaching design flow chart main theoretical influence points

Abstract: By using the methods of literature analysis and content analysis, this paper deeply studies the main theories of constructivism and their application in teaching design, mainly compares their influence degree and influence points on teaching design, tries to analyze the internal relations of these main theories in influencing teaching design, and constructs a flow chart of teaching design based on classroom teaching, which contains all the influence points of these theories.

Instructional design is a process of using systematic methods to analyze teaching problems and determine teaching objectives, establish a strategic plan to solve teaching problems, try solutions, evaluate trial results and modify plans. This is the authoritative definition of the concept of instructional design at present, which is generally consistent with the views of Zhang Zuxin, Smith, Reagan, Pi Liansheng, He Kekang and other experts, that is, they all emphasize that instructional design is a systematic process, including how to make goals, how to analyze tasks, how to choose teaching strategies and teaching media, and how to make standard reference tests.

Since the concept of instructional design was introduced to China in the early 1980s, it has become the focus of attention and research in the field of educational technology. In 1990s, constructivism became the leader of educational technology research with its unique and comprehensive way of thinking, and then its related theories were gradually infiltrated and transplanted into teaching design, such as activity theory, situation theory, generation theory and chaos theory. , forming the research of various disciplines, radiating, expanding and reconstructing the prospect of teaching design research. Based on the papers published in educational technology journals and master's and doctoral dissertations, this paper finds out the main theories that affect teaching design with constructivism as the center, and then analyzes the degree of concern of various theories in teaching design and the key points of their respective influences on teaching design. On this basis, this paper further analyzes the internal relations of various theories in influencing teaching design, and tries to construct a flow chart of classroom teaching design under the same influence, hoping to design teaching for teachers.

I. Main theories

This paper mainly makes a comparative study on the influence of constructivism and its main theory (mainstream theory) on instructional design. The following will mainly introduce the attraction and basic content of these main theories.

1. Introduction of main theories

In the development of instructional design, the emergence of constructivism theory marks the transition and development stage of instructional design. This paper discusses constructivism as the radiation center, so constructivism and the main theories that attract instructional design after it are the objects of comparative study in this paper.

By searching China HowNet for periodicals and master's theses of educational technology, and then searching for qualified articles in corresponding periodicals and master's theses, it is found that in 1998, Li Yongjian first mentioned the application of constructivism in teaching design in the classroom teaching design of primary school Chinese reading based on multimedia computer network, and then he wrote articles about the application of constructivism in teaching design. In the same year, He Kekang published an article entitled "Review of Teaching Design Theory and Method" in the third issue of Audio-visual Education Research, which discussed the influence of humanism on teaching design, thus introducing humanism into teaching for the first time. The fifth issue of Audio-visual Education Research, 1999, the first issue of Basic Theory of Chaos and New Development Direction of Instructional Design by Zhu Yundong and Zhong Yuzhuo. In 2002, Li Wenguang and Yang Kaicheng discussed the influence of situational cognitive theory on instructional design in the fourth issue of China Audio-visual Education. Subsequently, Li Wenguang, He Zhilong and He Kekang published an article entitled "Teaching Design Theory and Experimental Exploration Based on the Cultivation of Innovative Ability" in the No.1 10 issue of China Audio-visual Education, and discussed the application of activity theory in teaching design. In 2004, Zhong Zhixian discussed the application of hermeneutics, fuzzy logic, chaos theory and instructional design in the second issue of Audio-visual Education Research, which was the first article to introduce hermeneutics and fuzzy logic into instructional design. In 2006, Wilson introduced knowledge management into instructional design for the first time in his master's thesis "Instructional Design Based on Knowledge Management". In 2007, Yao Yuanfeng and Qi introduced ecology into teaching design for the first time in the issue 12 of Modern Educational Technology, and the topic was classroom teaching design from the perspective of ecology. In 2008, Cheng Zhi and Zhou Tie also discussed the application of cognitive load theory in teaching design for the first time in the issue of Modern Educational Technology entitled Teaching Media Design Based on Cognitive Load Theory. In 2009, Wan Fei and Qu Qian published a paper on Biting China Distance Education. In the issue of "Application of Cognitive Load Theory in E-learning Instructional Design", the application of nonlinear theory in instructional design is discussed for the first time.

2. Introduction to the main theoretical connotation.

Different scholars have different expressions of the same theoretical connotation, but the purpose is basically the same. By analyzing a large number of articles on these main theories, the author collected some concise main contents about various theories, which are listed as follows.

(1) Constructivist learning theory. Knowledge is not taught by teachers, but acquired by learners in a certain situation, that is, social and cultural background, with the help of others and the use of necessary learning materials. Learners' cognitive development is formed by the way of meaning construction, and learners' cognitive development is spiral.

(2) Activity theory. Activity is the process of interaction between human being as the main body and the external environment; There are many types and levels of activities; Activities have many influences on human survival and development; Education should pay attention to students' learning activities.

(3) Situational theory. Situational learning theory holds that learning should be the same function of situation, culture and learning activities, and learning needs social interaction and cooperation. It is meaningless to talk about learning without the real environment of individual life, and the interaction between individual and environment is the only way to form ability and socialization.

(4) Generation theory. Learning is an active construction within the learning subject, rather than a simple input of external information; Instead of passively learning and recording the input information, the human brain selectively pays attention to the large amount of information it faces, actively constructs the explanation of the input information and infers from it; The learning process is the interaction between the original cognitive structure of the learning subject and the sensory information received from the environment, and it is the generation process of actively constructing the meaning of information.

(5) Three basic concepts in chaos theory: butterfly effect, fractal and strange attractor. Butterfly effect, that is, sensitivity to initial conditions, is characterized by uncertainty and unpredictability of the system; Fractal, the self-similarity of the system at different scales, that is, the local morphology of the system is similar to the overall morphology; Attractor refers to the destination or place where the system behavior is attracted. There are three different attractors that control and restrict the motion of objects: point attractor, limit cycle attractor and strange attractor.

(6) Humanism. According to humanistic learning theory, emotion and cognition are two inseparable organic components in the human spiritual world, and they are also integrated with each other? Full size? Two aspects that should be possessed. So in order to practice? Full size? Teachers must adopt effective methods to promote students' change and learning, and cultivate their ability to adapt to change and how to learn.