This instructional design draws its model and principle from a variety of disciplines : learning theory , systems theory , communications theory , and instructional theory . its major content involves the following component : front - end analysis , clarifying instructional objective , writing evaluation test questions , designing instructional strategy , writing instructional solution , formative evaluation of systematic instructional design , and revising instruction 这种教学设计是以学习理论、系统论、传播理论和教学理论为基础，运用系统方法进行教学设计的理论和模式架构；系统教学设计的基本内容包括前期分析，教学目标的阐明和评价试题的编制，教学策略的设计，教学设计方案的编制，系统教学设计的形成性评价，修改教学；最后，构建了以上述内容为要素的系统教学设计模式。
: result and conclusion i analyzing the development of learning evaluation criteria of re . curriculum and investigating current situation implemented learning evaluation criteria in middle school re . curriculum , this article points out relevant problems as following : too much attention being paid to absolute evaluation criteria , student discrepancy being ignored , the criteria of learning evaluation being divorced from instructional objective , learning effort and progress being ignored 三、结论1 、通过对我国基础教育体育课程学习评价标准的发展与分析，对中学体育与健康课程学习评价标准实施现状的调查与分析，指出我国基础教育体育与健康课程学习评价标准存在的问题是? ?过分注重绝对性评价标准；评价标准忽视学生的个体差异性；学习评价标准与教学目标脱节；评价标准未能有效地反映学生的进步幅度与努力程度，不能促进与鼓励学生的学习与进步。
In order to solve these problems mentioned above , this paper proposes a course conceptual model ( ccm ) , which is derived from traditional course ’ s conceptual structure and its instructional strategy , and put forward a formative description of ccm in three aspects : instructional objective , course conceptual tree and relations of knowledge points ( kp ) 针对以上问题,本文通过对传统教育模式中课程概念结构及其教学策略进行抽象,从教学目标、课程概念树和知识点关系三个方面给出了课程概念模型的形式化描述。
The nearly two terms of action research in primary schools has proved that this instruction method , being designed during the teaching process with the view of information management , can easily make the instructional objectives more particular and with more details , integrate the ability training to technology learning during the problem solving process , create a three - dimension evaluation model of subject evaluation - object evaluation - content evaluation aimed at the problems of practice and develop some evaluation tools such as reflecting lists ; amend and supplement the problem - based - reflective - learning teaching method to reinforce its applicability and maneuverability 通过近两个学期的小学信息技术课教学行动研究，不仅验证了该教学方法能将技习与能力培养融合在问题解决过程中，体现了信息技术课以能力培养为本的课程；而且试验教师认为从信息处理角度划分教学环节，容易实现教学目标的细化、化。此外，针对教学实践中出现的问题，本研究还提出了“评价主体一评价客体价内容”三维度评价模型，开发了课堂反思表等评价工具，对“基于问题解决思学习”教学方法进行了修正与补充，进一步增强了其可操作性与适用性。
These are the basic theories of the new curriculum in chemistry that the instructional objectives should be become many faceted , the instructional contents should be pressed to the life and society , the learning style and the evaluation style should be made varied . centering on these theories and combining many examples of the teaching in chemistry , the thesis design the open teaching which include the instructional objectives , the instructional contents , the teaching procedure and the teaching evaluation 本论文紧密围绕化学新课程的基本理念：注重教学目标多元化、教学内容贴近生活和社会、学习方式和评价方式多样化等，结合化学教学实例，对教学目标、教学内容、教学过程和教学评价进行了开放性的设计，并提出了开放的化学教学模式和教学策略，旨在丰富教学设计理论并为一线教师的教学提供可行性参考。
Having carefully studied the successful case of information technology course in foreign countries , the author suggests that we should design the instructional objectives of information technology course in primary school at different levels . according to the task of the course and the meaning of information literacy , the objectives should contain the following two levels : to train the abilities of information technology application and digital learning and to integrate the education of social morality as well as sensibility to the learning process 基于以上目的，借鉴国外有影响的信息技术教育成功案例，在分析信息素养的内构和信息技术课程定位基础上，作者认为信息技术课程能力目标应包含培养学生技术综合应用能力和数字化学习能力两个大层次，信息社会道德、情感教育应融学习活动过程中。
Introduction there have been problems such as paying too much attention to absolute evaluation criteria , ignoring students " individual discrepancy , and criteria of learning evaluation being divorced from instructional objectives , in elementary physical education curriculum since the founding of the prc , which , to some degree , restrains the reform of learning evaluation in re 一、问题的提出建国以来我国基础教育体育课程学习评价标准存在过分注重绝对性评价标准，忽视学生的个体差异性；学习评价标准与教学目标脱节等问题，在一定程度上制约了体育课程学习评价的改革。
