课程设计Instructional Design

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课程设计7模型

一、ISD模型ISD(Instructional System Design)即教学系统设计，ISD模型即教学系统设计模型，它是以传播理论、学习理论、教学理论为基础，运用系统理论的观点和知识，分析教学中的问题和需求并从中找出最佳答案的一种理论和方法。

问题的提出从心理学角度看,教学是促进学习的有目的行为,它可能在学习过程中设计出来或是在学习前预先设计出来。

为此,罗兰德(G o r d o n R o w l a n d)提出教学设计(instructional design)这个概念,即将学与教的原理转化为具体的教学材料与教学活动。

具体来说,是用系统的方法对有效的教学计划、设计、创建、执行和评价。

随着学习心理学和认识论与教学设计的整合,教学设计理论已经和现代教育技术、学习理论最新进展紧密地联系在一起。

经过30多年的发展历程,教学设计理论得到了检验、修正和优化,并形成当今在教学系统设计领域盛行的迪克——凯瑞模型(Dick and Carey model)。

最终形成并完善了集系统工程学、传播学、学习心理学与技术为一体的ISD理论与ADDIE模型[。

该模型包括分析(Analysis),设计(Design),3]开发(Development),执行(Implementation)与评估(Evaluation)几个环节。

教学设计理论已经在世界各国的教育教学改革中广泛应用。

操作步骤模型示意图二、HTP模型HPT模型是以一种结构化（而不是线性的文字描述或列表）的形式，为提高人类绩效提供指南。

绩效技术模型在于揭示工作环境的复杂性和所有要素之间的相互影响，从而为绩效技术从业人员说明如何在工作中提高绩效的操作步骤。

绩效技术模型的构成要素：系统方法和绩效问题。

HPT模型的操作步骤包括以下五个方面HPT模型的工作流程为三、PRM模型PRM是现象呈现（phenomenon）---原因分析（reason）----措施及解决方案的简称，也称“咨询式培训”模型。

Instructional Design for ‘Phonics’四年级语音教案

Instructional Design for ‘Phonics’I. Teaching material：Combination of P2，P16 , P26 and P40(PEP, Grade Four)II. Analysis of the lessonThis lesson is an integration of learning the pronunciation of words with ‘o-e’，‘i-e’,‘a-e’and ‘u-e’. The main purpose of this lesson is to lead the students to know how to read and write the words with ‘o-e’ ,‘i-e’,‘a-e’and ‘u-e’. It can improve the ability of spelling words and lead the students to enjoy the fun of spelling. Finally students can read a story by themselves with the rules of phonics they learn in this class.III．Analysis of the learnersThe students in Grade Four are very active in class. They are eager to express their opinions. it is not difficult for them to read the words with ‘o-e’ ,‘i-e’‘a-e’and ‘u-e’. But the teacher should remind them to pronounce the sounds correctly time and again. Also, it is a big challenge for them to write the words and read the story. So they need more chances in class.IV. Learning goals1. Knowledge goals1）All the students will be able to know the rules of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’.2）80% of the students will be able to read the words with ‘o-e’ ,‘i-e’‘a-e’and ‘u-e’correctly.3）50% of the students will be able to spell and write the words correctly.4) 30% of the students will be able to read and understand the story.2. Ability goal：Students will be able to use the rules of phonics freely.3. Emotion goal: Students will enjoy spelling and reading.V. Key points and difficult points:1）The correct pronunciation of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’2）The right understanding of the story.VI. Teaching procedures:Step 1 Warming up and revision1. Greetings.2. Sing a song.Demonstration: Students sing a song and try to remember the words with ‘o’.3. Test the memory.Demonstration: Show some pictures from the song and lead students to describe the picture using a word with ‘o’.【Purpose】Review the pronunciation of ‘o’ and lead in the learning of ‘o-e’.Step 2 Presentation1. Learn the rules of ‘o-e’.1) Read the words with ‘o-e’ quickly.Demonstration: Show the calendar card and change the letters quickly and know the rules of ‘o-e’ by themselves.2) Read a poem about RoseDemonstration: Introduce the naughty girl , Rose , and show her poem:I put a rose on my nose.I put a Coke on my note.I hope the rose can sit on my nose.I hope the Coke can sit on my note.Oh, my nose!Oh, my note!【Purpose】Students can consolidate the rules of ‘o-e’ by reading.2. Learn the rules of ‘i-e’1) Find out the rules of ‘i-e’ through ‘o-e’.Demonstration: Lead students to find out the rules of ‘i-e’ by themselves.2) Listen to a tongue twister about Rose and find out the words with ‘i-e’. Demonstration: Find out the words with ‘i-e’ by listening to the tongue twister.3) Students try to read the tongue twister about Rose.【Purpose】Students can find out the rules of ‘i-e’by themselves. And they can consolidate the rules of ‘ i-e’ by saying a tongue twister.3. Learn the rules of ‘a-e’ and ‘u-e’1) Find out the rules of ‘a-e’ and ‘u-e’ through ‘o-e’ and ‘i-e’.Demonstration: Lead students to find out the rules of ‘a-e’ and ‘u-e’ by themselves. 2) Lead students to say the words they learn with ‘a-e’ and ‘u-e’. Demonstration: It can stimulate the students’ thinking and understand the rules.3) Read the words with ‘a-e’ and ‘u-e’ quickly.4) Read Rose’s dairy.Demonstration: Rose likes to do many things. But she is not very lucky.I like to make a cake.But I hate to be late.I like to play by the lake.But I hate to see the snake.I like to play the lute.But the lute is mute.I like to play with Duke.But Duke is not cute.【Purpose】Students can consolidate the rules of ‘a-e’ and ‘u-e’ by reading.Step 3 Practice1. Play a spelling game.1) Listen carefully.2) Spell the words.3) Show time.Demonstration: Show an example of spelling words and then lead students to listen and spell the words in groups.【Purpose】Practice the rules of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’ in different ways and evaluate the learning effect.Step 4 Production1.Listen and write.Demonstration: Students write down four different words according to the recording. 【Purpose】Improve the students’ writing ability and evaluate the learning effect.2. Read a story about Rose.1) Students can read the story by themselves.2) Ask individuals to read the story.3) Think and answer.a. What makes Rose smile?b. Can she have her dinner?4) Read the story with emotion.【Purpose】Students can read the story by themselves using what they learn in this class. They can also find pleasure of reading.Step 5 SummaryLead students to recall the words and sentences they learn in this class. 【Purpose】Emphasize the key points in this class.Step 6 Homework1.Read the story with emotion.2.Play the spelling game after class.。

instructional design

Learning strategies

Memory strategies ----creating mental linkage (e.g. placing new words into a context) Cognitive strategies ---- Practicing (e.g. using formulas and patterns) Compensation strategies ----Guessing intelligently (e.g. using contextual clues to guess meaning)
教学设计与传统教案
教学设计旨在为学生创设丰富的教学情境，以培养学生的学习兴趣，激发学生的学习动机，同时要设计出学生易于理解并能调动学生积极主动参与的教学方式，将学生的被动学习方式转变为主动学习方式。
教学设计与传统教案
传统教案

教学设计
教学理念：教师中心----学生中心课堂焦点：教师教学----学生学习教学成果：被动学习者----主动学习者
Learning strategies (cont.)

Metacognitive strategies ----Arranging and planning your learning (e.g. setting goals and objectives) ---- Evaluating your learning Affective strategies ---- Lowering your anxiety ---- Encouraging yourself Social strategies ---- Cooperating with others

Instructional design

Instructional designName:龚文茜Grade:Grade 8 Subject:Where did you go on vocation ?Lesson type:Listening and Speaking Teaching time:40 minutes Overall Design and Guiding PrinciplesTeaching Context(1) (1) (1) (1)(1) (1)1. text book2. power point3. a video clip4. listening recording.5.blackboard writingTeaching ProcedureStep 1：Lead-in: (2 minutes)Have a small conversation with students on travels:Do you like traveling?Can you speak out some places you have visited before?Have you been to some interesting places on your vacation? Would you please share your happy experiences with your partners?Then I will show students a video clip concerning something a person did on vacation. Name each activity and ask students to repeat.(stayed at home, went to mountains, went to New York City 6. went to the beach, visited her grandparents, visited museums, went to summer camp.)Where did he/she/they go on vacation ?He / She /They …The purpose of my design:(1) to catch students’ attention and arouse their interests.(2) to liven up the lesson and lead in the topic-----vacation.Step 2: Pre-listening: 2 minutesShow students some pictures about vacation. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. Then check the answers. Answers: 1. e 2. b 3. d 4. c 5. a 6. f 7. gThe purpose of my design: (1) to impress students the key words by showingpictures.(2) to reinforce students’ impression of the key words by ranking.Step 3: Extensive listening: 4 minutes1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4.Check the answers. (e b d c a f g)The purpose of my design: (1) to enable students to grasp the main information, especially the key words (home,museum,the New York city,beach,summer camp,mountains,and uncle) of the listening material.（2）Meanwhile, it is an excellent way to examine if students had a good command of the words they had had learned in the pre-listening part.（3）the form of the answers which are exhibited in the map will furnish students’ the pleasure of listening process, and therefore build their confidence of listening.5．Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversation about the people in the picture. √3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.Step 4:Intensive listening: 4 minutes1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes, I did.”or “No, I didn’t.”5. Check the answers with the Ss.Did you …Yes, I did.No, I didn’t.Nancy go to Central Park ?√Kevin play basketball ?√swim ?√Julia go to the movies√study for exams ?√The purpose of my design:to make students understand the details of the listening tape. Based on the information that students got in extensive listening, the main purpose of this section is to check up whether students have understood where the speaker has been.Step 5: Focused listening and writing: 8 minutes1. Let students listen to the record for a third time and fill in the blanks.Conversation 1Boy: Where did you go on vacation, Nancy?Nancy: I went to _____.Boy: Oh, really? Did you go to _____?Nancy: Yes, I did. It was really nice.Conversation 2Girl: Where did you go on vacation, Kevin?Kevin: I _____ to the beach.Girl: Oh, that’s nice. Did you play volleyball?Kevin: No, I didn’t.Girl: Well, _____did you swim?Kevin: Yes, I did. The water was really warm.Conversation 3Boy: Where did you go on your vacation, Julie?Julie: I _____ at home.Boy: Oh. So, did you go to the movies or_____?Julie: No, I _____.Boy: Did you study for exams?Julie: Yes, I did.2.Pair work1. Let two Ss read the conversation between Nancy, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.Grammar FocusWhere did you go on vacation?I went to summer campWhere did they go on vacation?They went to New York City.Where did he go on vacation?He stayed at home.Where did she go on vacation?She visited her uncleDid you/he/she/they go to Central Park?Yes, I/he/she/they did.No, I/he/she/they didn’tThe purpose of my design: this section aims at training students’ ability of transforming what they have heard into the words that they could write. At the same time, by the way of filling the blanks, students’ will subconsciously master the sentence structure--------Did you go to the ……, and grasped the methods of talking about past experience.Besides, students can be familiar to the place of traveling by pair work.And through writing the structure of sentences, students can consolidate what they learned.Step 6: memory game:8 minutesI will divide the whole class into two groups: group A and group B, and each group chose five students as competitors.Take group A as an example. Firstly, competitor A in group A shares his experience using the sente nce pattern:” I went to……”, then competitor B are supposed to retell what competitor A has already said and unfolded his own experience in the way like “ A went to……,and I went to……”.then competitor C、D and E proceeded the game as competitor B have done in turn. When finished, I will compute the time. Then, it’s group B’s turn. Finally, the group which took the less time will be awarded.The purpose of my design: after the listening session, students have caught on the sentence structure”went to”, and th en the target of this game is to intensify students’ability of using the structure. Meanwhile, it is a preeminent way to examine students’ability of transforming the input through listening into the output by speaking.Step 7：role play and reporting : 8 minutesMake students form a group of three by themselves. Then student A acts as an interviewer, and he is supposed to choose two places of our text book we have learned and ask the other two students:Where did Nancy/ Kevin/ Julie go on vacation?------He / She went to…Did he/ she/ they go to The Great Wall?-----Yes, he/ she/ they did.-----No, he/ she/ they didn’t.Place 1Place 2Place 3Nancy√KevinJulieAfter interviewing student B and C, student A are supposed to report the result: Example: Nancy went to ……, But Kevin didn’t go ….Neither of them went to….Both Kevin and Julie went to…The purpose of my design: (1) after the game section, students have managed to use the sentence structure” went to/ did……” , thus, in this step, I create a circumstance to examine their ability of applying the sentence structure they have learned into daily conversations.(2) What’ more, the retelling session aims at training students’ ability of talking about past experience .Step 8: Homework: 2 minutesYou can ask your best friends for where did she/he go on vacation in English,and what did she/he see ?A: Where did you go…？B: I went to…A: Did you see…B: Yes, I did. / No, I didn’t.The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvPower by YOZOSOFT。

设计类型英文翻译

设计设计是把一种计划、规划、设想通过某种形式传达出来的活动过程。

人类通过劳动改造世界，创造文明，创造物质财富和精神财富，而最基础、最主要的创造活动是造物。

设计便是造物活动进行预先的计划，可以把任何造物活动的计划技术和计划过程理解为设计。

常见类型沟通设计Communication Design 有时也称为沟通艺术Communication Arts 或是视觉传达设计Visual communication平面设计Graphic Design 是CI系统的视觉表现化，通过平面的表现，突出企业文化和企业形象三维设计3D Design ：是一个广泛的种类、然而并不常用、在三维设计当中、多以电脑动画、工业或建筑设计的三维模型为主要创作的项目。

设计的种类相当多种，设计在许多领域都有应用，涉及的方面也比较广泛。

下面列出历史较久、较广为人知的设计种类。

更多的设计种类请参看设计下面的目录。

例如：商贸领域（Commerce）商业设计（Business design ）新产品研发（New product development ）包装设计（Packaging design ）( Package Design)产品设计（Product design）服务设计（Service design）应用领域（Applications）体验设计（Experience design ）游戏设计（Game design）互动设计﹙又称交互设计﹚（Interaction Design）软件设计（Software design）软件研发（Software development）软件工程（Software engineering）系统设计（System design）用户体验设计（User experience design ）用户界面设计（User interface design ）人机界面设计 (Interface Design)网页易操作设计（Web accessibility）网页设计（Web design）网站设计（Web design)信息设计（Information Design）传达（Communications）设计领域书籍设计（Books Design）色彩设计（Color design）传达设计（Communication design ）内容/编排与内容设计（Content design）展示设计（Exhibition design）图形设计（Graphic design）资讯设计（Information design）教学设计（Instructional design）动态图形设计（Motion graphic design）新闻报刊设计（News design）制作设计（Production design）音效设计（Sound design）舞台设计（Theatrical design）字体设计（Typeface design）印刷设计（Typography ）视觉传达设计（Visual communication）影视动画设计Television animation design动画设计Animation Design广告设计平面设计(Graphic Design)形象设计(VI Design)科学和数学领域（Scientific and mathematical）组合设计（Combinatorial design）实验设计（Design of experiments）物质领域（Physical）建筑设计（Architectural Design）工业设计Industrial Design建筑工程（Architectural engineering）汽车设计（Automotive design）手机设计（Cellular manufacturing）陶瓷和玻璃设计（Ceramic and glass design）环境设计（Environmental Design）服装设计（Fashion design）（Clothes Design) 插花设计（Floral design）家具设计（Furniture design）园林设计（Garden design）工业设计（Industrial design）室内设计（Interior Design/redesign）景观设计（Landscape architecture）机械工程设计（Mechanical engineering）永续设计（Sustainable design）城市设计（Urban design）深化设计(Detailed Design)环艺设计(Environment Art design)机械设计(Machine Design)机器设计(ApparatusDesign)UI设计（User Interface Design）装修设计印刷设计工程设计通用设计（通用设计或全方位设计）(Universal design)。

《教学系统设计》名解

1 名词解释(Instructional System Design,简称ISD)也称作教学设计(Instructional Design,简称ID)是以传播理论、学习理论和教学理论为基础，运用系统论的观点和方法，分析教学中的问题和需求从而找出最佳解决方案的一种理论和方法。

又不使部分损失过大的方案，作为决策的依据，实现整体最优化的方法学系统设计的实践当中逐渐形成的一套程序化的步骤，其实质是说明做什么，怎样去做，而不是为什么要这么做，指出了以什么样的步骤和方法进行教学的设计，是关于设计过程的理论，与教学系统设计理论的本质区别在于他们关注的对象不同，前者关心的是设计问题，后者关心的是具体教学问题。

.这个目标可高可低按需而定（教育目标是培养人的方向和规格）。

对学习者通过教学后应该表选出来的课件行为的具体、明确的表达，它是预先确定的、通过教学可以到达的丙炔能够用现有技术手段测量的教学结果。

对于有意义学习的发生与保持具有至关重要的意义和最为直接意义的因素。

知识结构的表现方式。

直接推动学生进行学习的一种内部动力，是激励和指引学生进行学习的一种需要。

由学习者特有的认知、情感和生理行为构成，它是反映学习者如何感知信息、如何与学习环境相互作用并对之做出反映的相对稳定的学习方式。

在一定的教育思想、教学理论和学习理论指导下，为完成特定的教学目标和内容而围绕某一主题形成的，比较稳定且简明的教学结构理论框架及其具体可操作的教学活动方式，通常是两种以上方法策略的组合运用。

在不同的教学条件下，为达到不同的教学结果所采用的手段和谋略，它具体体现在教与学的交互活动中。

广义：为达到教学目的、完成教学人物，而采用的一切手段、途径和办法的总称。

即某种教学理论、原则和方法及其时间的统称。

狭义：教学方法的指导思想，是指为达到既定的教学目的，实现既定的教学内容，在教学原则指导下所进行的师生相互作用的活动方式和措施，既包括教师教的方法，也包括学生学的方法，是教法和学法的统一。

Instructional Design

Instructional DesignTopic: Here are some ways to welcome themType of lesson: Reading and writingTeaching methods: Bottom-up approachAnalysis of students: Since this lesson is for Grade 7, they have the weak foundation of learning English and their English levels are very different, the teacher needs to speak Chinese properly to help students understand better and arrange different degrees’tasks for different levels’students.Analysis of textbook: This passage is quite simple and structure is very clear, and every activity has specific function, so teacher can make full use of the passage to develop students’ skills of reading comprehension, such as: prediction skill, skill for understanding the gist of the article, skill for grasping the tenor of each paragraph and so on.Teaching objectives:To understand the passage concerning body language and learn more about differences in body language in different countriesTo be able to use correct body language when meeting foreignersTo be able to understand imperative sentencesKey points:Key vocabulary --- finger, foot, leg, mouth, body, foreign, arm, arm in arm, hold, move, not at all, PoliteKey structures --- Don’t stand too close to North Americans!Give them more personal space.Be careful!Teaching aids: OHPBlackboard design:body language, personal space, arm in arm, hold your arm, move away, not ...at all, say goodbye to wave, be careful，in fact= actually=as a matter of fact.It’s (not) polite to do something.Reflection:I don’t know clearly about the overall quality of the students, and I use too much English to present the new knowledge so that most students can’t understand the meaning. And I speak a little fast so they can’t follow my pace. And I don’t consider the scale of the classroom, so my voice may be a little low , which results in that the students in the back of the classroom can’t hear me very well so they can’t follow my instructions.I should pay more attention on the students and know them better, and think things more fully.。

Instructional Design 教学设计

听说课教学设计说明Instructional Design一、教材分析（一）听说内容分析本课的阅读听力材料选自人教版教材高二年级第五单元“First Aid”的第三部分Using Language 的第一部分Learn to call emergency services。

课文以“学习拨打急救电话”为活动主题，引导学生不仅要学会拨打中国的急救电话，还用学会用英语拨打国外的急救电话。

该板块的听力录音为英国999救援机构的接线员与一个男孩之间的对话。

对话中呈现了英语急救电话的大致流程：接线员表明身份、询问需求求助人简要描述遇到的问题接线员确认位置接线员确认病人/ 伤者的基本情况接线员了解病人/ 伤者目前症状必要时指导求助人实施初步急救求助人致谢。

该听力对话基本符合上述流程。

通过该板块的学习，期望学生能够积累该语境下的常用表达和句式，听懂接线员的急救指令，并运用所学语言与同伴模拟拨打急救电话，通过对话的形式表达出来。

（二）听力特征分析在男孩与接线员的对话过程中，听力录音中通过男孩的语气、语调表达了他当时焦急、害怕的心情。

而接线员根据病人情况发出指令，指导男孩和他的妈妈实施急救时，为使表意更简洁、明确和有效，使用了不少祈使句，以及表示顺序的衔接词，比如：now, first, next 等。

二、学情分析本堂课授课对象为安丘实验中学高二年级学生，本堂课为借班上课。

三、教学目标结合本节课授课内容，本节课的教学目标设定为：听说课。

本节课完成后，希望学生能够：①掌握拨打急救电话的特征②习得如何打急救电话③在日常生活中能正确而合理的进行急救。

四、设计思路本节课落实课堂教学活动观，通过教学活动和教学任务的设计，由易到难，由总到分，通过多次反复听力练习训练学生掌握听指令的策略，把握对话中指令的特点，关注文本中祈使句和表示顺序的衔接词等，一步步引导学生挖掘听力对话的内容，体会急救电话的特点和要求，为后面的口语活动做准备。

id教程知识点总结

id教程知识点总结ID教程（Instructional Design）是一种系统性的设计过程，旨在为学习者提供高效的学习体验。

它涉及到识别教育目标、选择合适的教学策略、设计教学材料和评估学习成果等方面。

本篇文章将总结ID教程的一些关键知识点，帮助读者了解ID教程的基本理念和方法。

一、ID教程的理论基础1. 行为主义理论行为主义认为学习是一种可观察的行为，学习者通过接受外部刺激和反馈来形成新的行为。

在ID教程中，行为主义理论主要体现在设定明确的学习目标、提供及时的反馈和奖励、以及重复练习和强化学习过程。

2. 认知理论认知理论强调学习者对信息的处理和理解过程，强调学习者的思维活动和知识结构。

在ID 教程中，认知理论主要体现在引导学习者建立新的知识结构、促进学习者思考和解决问题的能力、以及设计复杂的学习任务来激发学习者的思维活动。

3. 构建主义理论构建主义理论认为学习是建构知识的过程，学习者通过参与实际的问题解决和社交交互来构建新的知识。

在ID教程中，构建主义理论主要体现在提供真实的问题情境、鼓励学习者参与协作学习、以及利用技术工具来支持学习者的构建活动。

二、ID教程的基本原则1. 目标导向ID教程的设计应该从明确的学习目标出发，确保设计的课程能够有效地达到预期的学习成果。

因此，教学设计师需要对学习者的现有知识水平、学习需求和学习目标进行深入的调查和分析，以便为设计提供合适的指导。

2. 多样性原则ID教程的设计应该充分考虑学习者的多样性，包括不同学习风格、不同文化背景、不同个体特质等。

因此，在设计过程中需要采用多种教学方法和策略，以适应不同学习者的需求和特点。

3. 有效性原则ID教程的设计应该追求学习过程的高效性和有效性，即在尽量短的时间内实现最好的学习效果。

因此，教学设计师需要不断地评估和调整教学活动，以确保学习过程的有效性和可持续性。

4. 反馈和评价原则ID教程的设计应该充分考虑学习者的反馈和评价，及时了解学习者的学习情况和需求，以便调整教学过程和资源。

教学设计的英语怎么写

教学设计的英语怎么写"How to Write an Instructional Design in English"1. Introduction- Provide background information on the instruction or concept to be taught.- Clearly state the objective(s) of the instructional design.2. Target Audience- Identify the specific audience for whom the instruction is designed. - Describe any prerequisite knowledge or skills required.3. Instructional Design Plan- Outline the structure and components of the instructional design.- Break down the content into manageable units or sections.4. Instructional Strategies- Describe the teaching methods and techniques to be used.- Explain how these strategies will facilitate learning and engagement.5. Learning Objectives- List specific, measurable objectives that the learners should be able to- Ensure that the objectives are aligned with the instructional design plan.6. Assessment Methods- Identify the methods through which learners will be evaluated.- Provide details on the assessment criteria and rubrics.7. Learning Resources- List the materials, tools, or resources that will be used during instruction.- Include textbooks, articles, multimedia, and any other relevant resources.8. Lesson Plan- Develop a detailed lesson plan that outlines the sequence of instruction.- Include a variety of activities, such as lectures, discussions, group work, or hands-on exercises.9. Time Frame- Allocate appropriate time for each section or activity in the instructional- Ensure that the time frame allows for sufficient learning and practice.10. Adaptation and Modification- Discuss any potential adaptations or modifications for learners with special needs.- Consider different learning styles or preferences.11. Conclusion- Summarize the main points of the instructional design.- Reiterate the importance of achieving the learning objectives.12. References- Provide a list of sources, references, or citations used in developing the instructional design.Note: The structure and content of an instructional design may vary depending on the specific context and requirements.。

八年级英语Instructional Design教案教学设计

difficult points
Teaching key:
ingthe words and the sentence structure correctly to express future intentions.
2. The two target language sentences:
IX. Detailed task content
Homework:
Names
Professions
Lily
cook
Cindy
doctor
IV. Teaching methods
In order toreachthese teaching objectives, teacher in this class will adoptFive Steps TeachingMethod. What’s more, considering the characteristics of learners, the teacher will also use pictures, toabsorbthe images in students’ minds.Andsome activities requirethe students to work in pairs or groups to solve the problemtogether.
(1).Try to clear up the commons between sentences.
It will cultivate students’initiative learning ability and check they had learned of this class.
Step 5 (1mins) Homework

instructionaldesign教学设计methodologyn方法学

教学设计通常是系统化教学的初始阶段，它有
几十种模式，例如：教学系统设计包括了教学开发、传递和评价。
Instructional
Design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
把课程知识、技能和态度确定为三个层次：核
心知识、有用知识和特定/高级的知识，包括挑战（应对或质疑）各种未解决问题的知识和能力。
Constructivism
starts with a very basic idea. We construct our own knowledge in an active and engaged manner throughout our lives and each person has a personal role in the process of their own learning in a social context.
instructional
design 教学设计 methodologyn. 方法学，方法论 corporate adj. 社团的，法人的，共同的，全体的 prescribe v. 指示，规定，处(方)，开(药) enact v. 制定法律，颁布，扮演
tryout

InstructionalDesign教学设计

Questions to consider
Q1: What do they already know?
Q2: How do they know?
What do they already know?
They already know what you want them to know. -orThey have the background knowledge or experiences you can bring into your course to make it easier for them to learn the content of your course.

Analyzing course content
Task 1: Study Unit 6 and think about the content of the unit.(5mins) Task 2: Work in group and try to answer the following questions: A. What content is covered here? B. Do you think our students can use this to do things in English now? How well can they do? C. Do you think our students can learn to do these things in English? D. How is the material presented?
教学设计与传统教案
教学设计旨在为学生创设丰富的教学情境，以培养学生的学习兴趣，激发学生的学习动机，同时要设计出学生易于理解并能调动学生积极主动参与的教学方式，将学生的被动学习方式转变为主动学习方式。

Instructional_design

Instructional designFrom Wikipedia, the free encyclopediaInstructional Design(also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically(process of teaching) and andragogically(adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.HistoryMuch of the foundations of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, fromfield-stripping a carbine to navigating across the ocean to building a bomber—see "Training Within Industry(TWI)". Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. The approach is still common in the U.S. military.[1]In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive(what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[2]During the latter half of the 20th century, learning theories began to be influenced by the growth of digital computers.In the 1970s, many instructional design theorists began to adopt an information-processing-based approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques).[3]Later in the 1980s and throughout the 1990s cognitive load theory began to find empirical support for a variety of presentation techniques.[4]Cognitive load theory and the design of instructionCognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials.[5]Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.[6][7][8]While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. Rather than attempting to substantiate the use of media, these cognitive load learning effects provided an empirical basis for the use of instructional strategies. Mayer asked the instructional design community to reassess the media debate, to refocus their attention on what was most important: learning.[9]By the mid- to late-1990s, Sweller and his associates had discovered several learning effects related to cognitive load and the design of instruction (e.g. the split attention effect, redundancy effect, and the worked-example effect). Later, other researchers like Richard Mayer began to attribute learning effects to cognitive load.[9] Mayer and his associates soon developed a Cognitive Theory of MultimediaLearning.[10][11][12]In the past decade, cognitive load theory has begun to be internationally accepted[13]and begun to revolutionize how practitioners of instructional design view instruction. Recently, human performance experts have even taken notice of cognitive load theory, and have begun to promote this theory base as the science of instruction, with instructional designers as the practitioners of this field.[14]Finally Clark, Nguyen and Sweller[15]published a textbook describing how Instructional Designers can promote efficient learning using evidence-based guidelines of cognitive load theory.Instructional Designers use various instructional strategies to reduce cognitive load. For example, they think that the onscreen text should not be more than 150 words or the text should be presented in small meaningful chunks.[citation needed] The designers also use auditory and visual methods to communicate information to the learner.Learning designThe concept of learning design arrived in the literature of technology for education in the late nineties and early 2000s [16] with the idea that "designers and instructors need to choose for themselves the best mixture of behaviourist and constructivist learning experiences for their online courses" [17]. But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event)" [18].As summarized by Britain[19], learning design may be associated with:∙The concept of learning design∙The implementation of the concept made by learning design specifications like PALO, IMS Learning Design[20], LDL, SLD 2.0, etc... ∙The technical realisations around the implementation of the concept like TELOS, RELOAD LD-Author, etc...Instructional design modelsADDIE processPerhaps the most common model used for creating instructional materials is the ADDIE Process. This acronym stands for the 5 phases contained in the model:∙Analyze– analyze learner characteristics, task to be learned, etc.Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts∙Design– develop learning objectives, choose an instructional approachWrite Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy∙Develop– create instructional or training materialsDesign and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation∙Implement– deliver or distribute the instructional materials ∙Evaluate– make sure the materials achieved the desired goals Design and Conduct Summative EvaluationMost of the current instructional design models are variations of the ADDIE process.[21] Dick,W.O,.Carey, L.,&Carey, J.O.(2004)Systematic Design of Instruction. Boston,MA:Allyn&Bacon.Rapid prototypingA sometimes utilized adaptation to the ADDIE model is in a practice known as rapid prototyping.Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.[21][22][23]In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.[24] In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.[25]However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis—you can then choose a model based on your findings. That is the area where mostpeople get snagged—they simply do not do a thorough-enough analysis. (Part of Article By Chris Bressi on LinkedIn)Dick and CareyAnother well-known instructional design model is The Dick and Carey Systems Approach Model.[26] The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[26] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:∙Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire ∙Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task ∙Analyze Learners and Contexts: General characteristic of the target audience, Characteristic directly related to the skill to be taught, Analysis of Performance Setting, Analysis of Learning Setting∙Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of anobjective that describes the criteria that will be used to judge the learner's performance.∙Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practive items/practive problems∙Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment∙Develop and Select Instructional Materials∙Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need to improvement.∙Revise Instruction: To identify poor test items and to identify poor instruction∙Design and Conduct Summative EvaluationWith this model, components are executed iteratively and in parallel rather than linearly.[26]/akteacher/dick-cary-instructional-design-mo delInstructional Development Learning System (IDLS)Another instructional design model is the Instructional Development Learning System (IDLS).[27] The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.[28]Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a Founding Father of the Military Model mentioned above. Esseff and Esseff contributed synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).The components of the IDLS Model are:∙Design a Task Analysis∙Develop Criterion Tests and Performance Measures∙Develop Interactive Instructional Materials∙Validate the Interactive Instructional MaterialsOther modelsSome other useful models of instructional design include: the Smith/Ragan Model, the Morrison/Ross/Kemp Model and the OAR model , as well as, Wiggins theory of backward design .Learning theories also play an important role in the design ofinstructional materials. Theories such as behaviorism , constructivism , social learning and cognitivism help shape and define the outcome of instructional materials.Influential researchers and theoristsThe lists in this article may contain items that are not notable , not encyclopedic , or not helpful . Please help out by removing such elements and incorporating appropriate items into the main body of the article. (December 2010)Alphabetic by last name∙ Bloom, Benjamin – Taxonomies of the cognitive, affective, and psychomotor domains – 1955 ∙Bonk, Curtis – Blended learning – 2000s ∙ Bransford, John D. – How People Learn: Bridging Research and Practice – 1999 ∙ Bruner, Jerome – Constructivism ∙Carr-Chellman, Alison – Instructional Design for Teachers ID4T -2010 ∙Carey, L. – "The Systematic Design of Instruction" ∙Clark, Richard – Clark-Kosma "Media vs Methods debate", "Guidance" debate . ∙Clark, Ruth – Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load / Guided Instruction / Cognitive Load Theory ∙Dick, W. – "The Systematic Design of Instruction" ∙ Gagné, Robert M. – Nine Events of Instruction (Gagné and Merrill Video Seminar) ∙Heinich, Robert – Instructional Media and the new technologies of instruction 3rd ed. – Educational Technology – 1989 ∙Jonassen, David – problem-solving strategies – 1990s ∙Langdon, Danny G - The Instructional Designs Library: 40 Instructional Designs, Educational Tech. Publications ∙Mager, Robert F. – ABCD model for instructional objectives – 1962 ∙Merrill, M. David - Component Display Theory / Knowledge Objects ∙ Papert, Seymour – Constructionism, LOGO – 1970s ∙ Piaget, Jean – Cognitive development – 1960s∙Piskurich, George – Rapid Instructional Design – 2006∙Simonson, Michael –Instructional Systems and Design via Distance Education – 1980s∙Schank, Roger– Constructivist simulations – 1990s∙Sweller, John - Cognitive load, Worked-example effect, Split-attention effect∙Roberts, Clifton Lee - From Analysis to Design, Practical Applications of ADDIE within the Enterprise - 2011∙Reigeluth, Charles –Elaboration Theory, "Green Books" I, II, and III - 1999-2010∙Skinner, B.F.– Radical Behaviorism, Programed Instruction∙Vygotsky, Lev– Learning as a social activity – 1930s∙Wiley, David– Learning Objects, Open Learning – 2000sSee alsoSince instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.∙educational assessment∙confidence-based learning∙educational animation∙educational psychology∙educational technology∙e-learning∙electronic portfolio∙evaluation∙human–computer interaction∙instructional design context∙instructional technology∙instructional theory∙interaction design∙learning object∙learning science∙m-learning∙multimedia learning∙online education∙instructional design coordinator∙storyboarding∙training∙interdisciplinary teaching∙rapid prototyping∙lesson study∙Understanding by DesignReferences1.^MIL-HDBK-29612/2A Instructional Systems Development/SystemsApproach to Training and Education2.^Bloom's Taxonomy3.^TIP: Theories4.^Lawrence Erlbaum Associates, Inc. - Educational Psychologist -38(1):1 - Citation5.^ Sweller, J. (1988). "Cognitive load during problem solving:Effects on learning". Cognitive Science12 (1): 257–285.doi:10.1016/0364-0213(88)90023-7.6.^ Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory andthe Format of Instruction". Cognition and Instruction8 (4): 293–332.doi:10.1207/s1532690xci0804_2.7.^ Sweller, J., & Cooper, G.A. (1985). "The use of worked examplesas a substitute for problem solving in learning algebra". Cognition and Instruction2 (1): 59–89. doi:10.1207/s1532690xci0201_3.8.^Cooper, G., & Sweller, J. (1987). "Effects of schema acquisitionand rule automation on mathematical problem-solving transfer". Journal of Educational Psychology79 (4): 347–362.doi:10.1037/0022-0663.79.4.347.9.^ a b Mayer, R.E. (1997). "Multimedia Learning: Are We Asking theRight Questions?". Educational Psychologist32 (41): 1–19.doi:10.1207/s1*******ep3201_1.10.^ Mayer, R.E. (2001). Multimedia Learning. Cambridge: CambridgeUniversity Press. ISBN0-521-78239-2.11.^Mayer, R.E., Bove, W. Bryman, A. Mars, R. & Tapangco, L. (1996)."When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons". Journal of Educational Psychology88 (1): 64–73. doi:10.1037/0022-0663.88.1.64.12.^ Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "Agenerative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text". Educational TechnologyResearch and Development43 (1): 31–41. doi:10.1007/BF02300480.13.^Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory:Instructional Implications of the Interaction between InformationStructures and Cognitive Architecture". Instructional Science32: 1–8.doi:10.1023/B:TRUC.0000021806.17516.d0.14.^ Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science ofInstruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN0-7879-6051-9.15.^ Clark, R.C., Nguyen, F., and Sweller, J. (2006). Efficiency inLearning: Evidence-Based Guidelines to Manage Cognitive Load. SanFrancisco: Pfeiffer. ISBN0-7879-7728-4.16.^Conole G., and Fill K., “A learning design toolkit to createpedagogically effective learning activities”. Journal of Interactive Media in Education, 2005 (08).17.^Carr-Chellman A. and Duchastel P., “The ideal online course,”British Journal of Educational Technology, 31(3), 229-241, July 2000.18.^Koper R., “Current Research in Learning Design,” EducationalTechnology & Society, 9 (1), 13-22, 2006.19.^Britain S., “A Review of Learning Design: Concept,Specifications and Tools” A report for the JISC E-learning Pedagogy Programme, May 2004.20.^IMS Learning Design webpage21.^ a b Piskurich, G.M. (2006). Rapid Instructional Design: LearningID fast and right.22.^ Saettler, P. (1990). The evolution of American educationaltechnology.23.^ Stolovitch, H.D., & Keeps, E. (1999). Handbook of humanperformance technology.24.^ Kelley, T., & Littman, J. (2005). The ten faces of innovation:IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New York: Doubleday.25.^ Hokanson, B., & Miller, C. (2009). Role-based design: Acontemporary framework for innovation and creativity in instructional design. Educational Technology, 49(2), 21–28.26.^ a b c Dick, Walter, Lou Carey, and James O. Carey (2005) [1978].The Systematic Design of Instruction(6th ed.). Allyn & Bacon. pp. 1–12.ISBN020*******./?id=sYQCAAAACAAJ&dq=the+systematic+design+of+instruction.27.^ Esseff, Peter J. and Esseff, Mary Sullivan (1998) [1970].Instructional Development Learning System (IDLS) (8th ed.). ESF Press.pp. 1–12. ISBN1582830371. /Materials.html.28.^/Materials.htmlExternal links∙Instructional Design - An overview of Instructional Design∙ISD Handbook∙Edutech wiki: Instructional design model [1]∙Debby Kalk, Real World Instructional Design InterviewRetrieved from "/wiki/Instructional_design" Categories: Educational technology | Educational psychology | Learning | Pedagogy | Communication design | Curricula。

第四篇教学设计(Instructional Design)

优点：利用老师对课堂教学进程的组织、管理与控制，有利于老师主导作用的发挥。缺点：这种教学设计忽视了学生的主动性，在整个教学过程中把学生置于受灌输的被动地位。
ID1教学设计步骤 ID1教学设计步骤
⑴ 确定教学目标；确定教学目标；分析学习者的特征； ⑵ 分析学习者的特征；确定教学内容和教学顺序； ⑶ 确定教学内容和教学顺序；根据教学内容、 ⑷ 根据教学内容、学习者特征确定教学的起点；教学的起点；制定教学策略( ⑸ 制定教学策略(教学活动进程设计和教学方法选择) 计和教学方法选择)；选择与设计教学媒体； ⑹ 选择与设计教学媒体； ⑺ 进行教学评价及反馈调整。进行教学评价及反馈调整。教学评价及反馈调整
学生特征分析
学习目标的阐明
教学策略的制定
（1）以“教”为中心的教学设计（ID1）为中心的教学设计（ID1）
理论基础: 系统论、学习理论、理论基础: 系统论、学习理论、教学理论和传播理论。理论和传播理论。围绕如何帮助老师的“ 而展开。围绕如何帮助老师的“教”而展开。
产品级的教学设计产品级的教学设计课堂级的教学设计课堂级的教学设计系统级的教学设计系统级的教学设计
2.教学设计过程的一般步骤 2.教学设计过程的一般步骤
修改教学媒体的选择和利用教形成性评价学设计成果的评价总结性评价
学习需要分析
学习内容分析
一、教学设计的定义
教学设计是以获得优化的教学效果为目的，以学习理论、教学效果为目的，以学习理论、教学理论及传播理论为理论基础，运用系统方法分析教学问确定教学目标，题，确定教学目标，建立解决教学问题的策略、教学问题的策略、试行解决方案、评价试行结果和修改方案的过程。的过程。

InstructionalDesign教学设计精品PPT课件

Questions to consider
Q1: What do they already know?
Q2: How do they know?
What do they already know?
They already know what you want them to know. -or-
Setting the objectives
教学目标是通过某一具体的教学活动所要达到的某一具体的、可见的行为结果。
Different types of the objectives
The students will be able to carry on short conversational exchanges involving greeting and leave taking.
Coca-cola is cheap. Orange juice is cheaper than Coca-cola. Sprite is the cheapest among the drinks.
Tomato & Onion Salad is expensive. Mixed Leaf Salad is more expensive than
教学设计与传统教案
教学设计旨在为学生创设丰富的教学情境，以培养学生的学习兴趣，激发学生的学习动机，同时要设计出学生易于理解并能调动学生积极主动参与的教学方式，将学生的被动学习方式转变为主动学习方式。
教学设计与传统教案
教学理念：教师中心----学生中心课堂焦点：教师教学----学生学习教学成果：被动学习者----主动学习者
Stages of instructional design

谈谈英语教学设计

谈谈英语教学设计古人说：“凡事预则立，不预则废。

”强调无论做什么事都要预先谋划，事前设计。

现代教学尤其注重设计，科学的教学设计，既是体现教育目的性、计划性、针对性和预习性所必需，又是顺利实施教学方案、调控教学过程的前提，也是确保教学效果、提高教学质量的保证。

英语教学不仅是一门学科，也是一门艺术，形成英语教学艺术特色的重要因素之一就是教学设计(instructional planning )。

这样的教学设计可分为宏观设计( 如一门课程设计course design，总体课程设计curriculum design ) 和微观设计(如一节课的设计lesson planning，几节相关课的设计a week’s planning)。

作为一名中学英语教师，研究和掌握课堂教学设计，是抓好英语教学必不可少的基本技能。

一、教学设计的意义英语教学设计就是英语教师根据正确的教学思想和英语教育原理，按照一定的教学目的和要求，针对具体的教学对象和教材，对英语教学的整个程序及其具体环节、总体结构及其有关层面所作出的预期的行之有效的策划。

它是英语教师教育思想、思维流程和教学艺术的体现。

教学设计既是一门科学，又是一种艺术。

所谓科学，一是要求正确运用教育思想和英语教育原理，既切合教育教学的内在联系及其规律性，又反映英语知识的内在联系及其规律性，两者相辅相成；二是要求这种思维流程顺畅、清晰，富于条理性和严密性。

这种思想准确性和思维逻辑性的有机结合，便是英语教学设计科学性的基本内涵。

所谓艺术，就是要求英语教学设计日臻精致、完美，行之有效和富于独创性，能极大地刺激学生的学习情绪，满足他们的学习欲求，形成师生之间和谐愉悦的课堂氛围。

英语教学是一个系统工程，是由相互联系，相互作用和相互影响的多种要素构成的。

教师在备课过程中，用系统的方法对这些要素进行合理的安排和计划，叫作课堂教学设计。

通过这样的设计，使诸要素之间联结起来，促进教学的系统化，有利于提高教师处理各种教学信息的能力，有利于教师全面、客观地认识教学，并不断改进和完善课堂教学。