Journal of Research in Primary and Secondary Education

In this paper, teaching design knowledge is represented by teaching design structure, teaching objective and teaching process structure. With the textbooks of Chinese teaching theory published in 2003, 2015 and 2020 as the scope of analysis, we have found that the teaching objective knowledge and teaching process structure knowledge reflected by teachers teaching plans are very different from the corresponding theoretical knowledge. And the difference is attributed to the gap between the theoretical knowledge and the case in the textbook. It is suggested that theoretical workers should remove the source obstacles for normal university students to learn teaching design knowledge, solve the "two skin" phenomenon of theory and practice in textbooks, rebuild the rigor and authority of the theory, and promote the development of instructional design theory.

teachers knowledge of teaching design; Theoretical knowledge of teaching design; Difference; Chinese Teaching theory textbook