基于LACID理论的职前英语教师教学设计能力诊断
Diagnosis of Pre-Service English Teachers’ Teaching Design Abilities Based on LACID Theory

基于以学习活动为中心的教学设计理论(简称LACID理论)，笔者通过问卷调查某高校138名职前英语教师与随机抽取10份他们提交的教学设计文本，采用量化与质性研究相结合手段诊断发现，职前英语教师总体教学设计能力尚好，但存在学习内容分析不全面、学习者分析关注点少、学习活动设计与目标不一致、教学评价重视不够等突出问题，为此提出了制定学习内容分析评价表、构建学习者分析框架图、设计教、学、评一体化教学流程、践行多元化评价等建议，以期提升职前英语教师的教学设计能力。
Based on the Learning-Activity-Centered Instructional Design theory (abbreviated as LACID theory), a survey was conducted on 138 pre-service English teachers at a certain university. After analyzing the result of questionnaires and the teaching designs submitted by 10 randomly selected pre- ser-vice teachers, it was found that pre-service English teachers, in general, exhibited well but with several prominent issues in their teaching design abilities. These issues included inadequate teaching material analysis, limited focus on learner analysis, inconsistency between teaching activi-ties and objectives, and insufficient emphasis on teaching evaluation. To address these problems, the following recommendations are proposed: Developing a textbook analysis evaluation checklist, constructing a learner analysis framework diagram, designing teaching-learning-assessment alignment teaching process and implementing diversified evaluation methods. These suggestions aim to enhance the teaching design abilities of preservice English teachers.