The Alignment Analysis Between Classroom Teaching and National Curriculum Criterion—Taking National Quality Class of 2014 as Example
Xiao-yan Zheng,
Li-mei Ma,
Cheng-yin Yang
Issue:
Volume 2, Issue 1, January 2017
Pages:
1-9
Received:
9 January 2017
Accepted:
1 March 2017
Published:
22 March 2017
Abstract: Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality, challenge and balance. The alignment of teaching objectives and curriculum objectives in instructional design is not ideal. The presupposition problem’s learning level hierarchy of the teaching process is generally higher than the teaching objectives. The number of generative problems is higher than the presuppositions in classroom teaching activities. The generative problem’s direction can be expanded around the curriculum objectives and the level hierarchy is essentially flat with the curriculum objectives.
Abstract: Curriculum criterion is the main basis of instructional design. Instructional design can guide classroom teaching activities? Classroom teaching activities can reflect the intention of teaching objectives? With the Achieve alignment analysis tools, this research analyzed the 20 cases of 2014 the National Chemical Quality Course from the centrality,...
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