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教学设计作为一门学科
教学设计
教学设计是分支的研究和理论知识关心关于教学策略和过程开发和实施这些策略
教学设计作为一门科学
instructional design is the science of creating detailed specifications for the developing,implementation,evaluation,and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity。
教学设计是创建详细的规范的科学发展、实现、评估、和维护的情况下,促进学习的两个大型和小型单位的主题在所有水平的复杂性。instructional design as a reality 教学设计作为一个现实
instructional design can start at any point in the design proce.often a glimmer of an idea is developed to give the core of an instruction situation.by the time the entire proce is done the designer looks back and she or he checks to see that all parts of the “science” have been taken into account.then the entire proce is written up as if it occurred in a systematic fashion.教学设计可以开始在任何点在设计过程中。常一线一个想法是发达给一个指令的核心情况。在整个过程完成设计师回头和她或他的检查,以确保所有部分的“科学”已经被考虑。然后整个过程写作为如果它发生在一个系统的时尚。
an instructional designer's job is to create something that enables a person or group of people to learn about a particular topic, develop or improve a set of skills,or encourage the learner to conduct further study.the “something” created can take many forms:a lecture,a multimedia presentation,the curriculum for a year's study,a piece of computer sofeware,an in-person demonstration,or a test-preparation booklet.designer creates has identified a need for instruction and decided on a method for delivering that instrution.most instructional designs(the best ones,we would argue,and the ones that follow the precepts of the discipline as it is currently defined by its govern organizations)also have a strategy for evaluating whether the instruction produced and delivered achieved the desired effect as well as how the design might be improved.指导设计师的工作是创造一些东西,使一个人或者一群人了解一个特定的主题,开发或改进一组技能,或鼓励学习者进行进一步的研究。创建的“东西”可以采取多种形式:讲座、多媒体演示、课程为一年的学习,一块计算机软件,当面演示,或一个备考类课程小册子。这个恐怕几乎无处不在。然而,一切指导设计师创建已确定需要指令和决定方法,提供辅导。大多数教学设计(最好的,我们认为,和那些遵循戒律的纪律,因为它是当前由其管理组织)也有一个策略来评估是否达到生产和分发的指令所需的效应以及如何设计会提升。instructional design advocates making use of the available research on how people think,how people learn,the technologies available for communication(information technologies),and methods of analysis.an instructional design is the practicalapplication of this knowledge to create a situation where learning is most likely to effectively occur.教学设计提倡利用可用的研究人们如何认为,人们如何学习,在现有技术沟通(信息技术),和分析方法。一个教学设计是实际应用接轨的知识创造一个情境,学习是最有可能有效地发生。
as scholars and practitioners have examined the proce of developing,delivering,and evaluating instruction,they have devised a number of models to explain the proce;these models are intended to help instructional designers perform their job better.it is important to be aware of the more popular models and to be cognizant of special cases that are currently a topic of discuion within the instructional design community.it is perhaps even more important to understand the big picture of designing instruction for a particular situation in terms that go beyond the application of any one instructional design model or adherence to any one instructional design theory.to become a well-rounded insructional designer today,one must be able to take a broad view of the ideas and practices that define the field.作为学者和实践者已经检查过程序开发,交付,并评估指导,他们设计了一个数量的模型来解释过程;这些模型旨在帮助教学设计师执行他们的工作更好。它是重要的是要清楚更受欢迎的模型和特殊情况要弄清当前讨论话题在教学设计社区。它可能是更重要的理解全局教学设计。
probably the most popular approach to designing instruction is to follow some variation of what is eentially a three-step proce 可能最受欢迎的方法来设计教学是遵循一些变异的本质上是一个三步过程
1.analyze the situation to determine what instruction is neceary and what steps need to be taken to deliver that instruction。分析形势,确定哪些指令是必要的,需要采取哪些步骤来实现指令 2.produce and implement the instructional design 2.生产和实现教学设计
3.evaluate the results of implementing the instructional design 3.评估结果的实现教学设计
one of the most popular descriptions of this proce is ADDIE,an acronym that divides the three steps described above into five actions:Analyze,Design,Develop,Implement,and Evaluate.ADDIE is not really a specific instructional design/development model but an illustration of the conceptual components of many instructional design/development models.See the section “A Special Case:ADDIE” later in this chapter.最流行的一种描述,这个过程是ADDIE,一个缩写,分三个步骤分为5个动作:上面所描述的分析、设计、发展、实施和评估。ADDIE不是真正的一个特定的教学设计/开发模型,而是一个插图的概念性组件的许多教学设计/开发模型。看到部分“特殊情况:ADDIE”在本章后面。
another view of the instructional design proce in general is David Merrill's “first principles of instruction”(2002).Merrill suggests there are five basic principles that hold true for the design of any instruction,the first principles of instruction state learning is promoted when: 另一种观点的教学设计过程一般是大卫美林的“第一原则的指令”(2002)。美林表明有五个基本原则,适用任何指令的设计,第一个原则是促进国家学习的教学时间: ·learners are engaged in solving real-world problems.·学习者从事解决现实问题。
·existing knowledge is activated as foundation for new knowledge ·现有的知识被激活为基础对新知识
·new knowledge is demonstrated to the learner ·新知识是学习者的演示
·new knowledge is applied by the learner ·新知识是学习者所应用
·new knowledge is integrated into the learner's world ·新知识是集成到学习者的世界
As practitioners of a linking science, instructional designers have become adept at examining and making use of ideas developed by a wide variety of specializations.students of instructional design learn from other discipline,sometimes borrowing development models created for activities that are similar to designing instruction(for example, software development,which shares the common purpose of creating something of use and usable to people).there is a tradition within the discipiline of instructional design of taking a systematic approach and following accepted protocols for development.however, at this point in time(what many refer to as the postmodern world), the instructional designer may also taken an eclectic approach,borrowing ideas and strategies from a variety of unconventional sources.作为从业者的一个链接科学,教学设计者已经成为善于研究和利用开发的思想广泛的专门化。教学设计的学生学习其他学科,有时借贷发展模式创建活动,类似于设计指令(例如,软件开发,该股的共同目标,创造事物的使用和可用的人)。有一个传统discipiline内的教学
A “model home” in a new housing development will not be exactly like every home, but the model serves to give the potential buyer a pretty good idea of what is available for sale.一个“家庭模型”在一个新的房屋发展会不会就像每一个家庭,但是该模型提供给潜在买家的很好是可供出售。
Participation in “model congre” and “model united nations” activities gives students an opportunity to better understand how the real organizations work,even though they are not the same as participating in the actual UN or congreional meetings.参与“模型国会”和“模拟联合国”活动为学生提供了一个机会来更好的了解真正的组织工作,即使他们不是一样参与实际的联合国或国会会议。
In a profeional setting,good models can be helpfui tools.they offer guidelines and can ensure a level of quality and uniformity by providing a means of comparison.Well-considered models of instructional design and development can perform this task,helping to explain in general the instructional design proce in a way that can be applied to a number of specific situations.在专业设置、良好的模型可以helpfui工具。他们提供了指南,并能保证一定程度的质量和一致性通过提供一个比较学的方法。深思熟虑过的教学设计和开发模型可以执行这个任务,有助于解释为什么在一般教学设计过程,可以应用于一些特定的情况下。
Everal well-established and respected models for instructional design/development provide guidelines and procedures that can be applied to a wide variety of specific situations.Using these models to design and develop instruction can help to significantly reduce costs in training and education.几套行之有效的和尊敬的模型教学设计/开发提供指导方针和程序,能够广泛应用于各种不同的具体情况。使用这些模型来设计和开发指令可以显著降低成本在培训和教育。
We have selected-and next describe-two of the most famous models of instructional design/developmnet with which every instructional designer should become familiar:Dick and Carey's systems approach model and Kemp.Morrison,and Ro's plan.These models are intended to guide the instructional designer through the ADDIE proce-analysis,design,development,implementation, and evaluation-which is discued after the two models.我们有选择和接下来描述两个最著名的教学设计的模型/,每个己任,指导设计师应该熟悉:迪克和凯莉的系统方法模型和坎普。莫里森,罗斯的计划。这些模型旨在指导教学设计师通过艾迪过程分析、设计、发展、实施和评价这两个模型后讨论。
The systems approach model for designing instruction Dick and Carey's systems approach model is a claic example of performing an instructional design task systematically.At the time it was developed,taking into consideration components of the instructional context-such as the learners and the environment in which the instruction was to be offered-was a significant departure from the more traditional approach of presenting information through some combination of the lecture,textbook reading,review,and testing.With the traditional approach,the burden is placed squarely on the learners to do the best they can with the content,and little thought is given to adjusting or improving the instructional itself.Dick and Carey's model was designed to emphasize the importance of examining and refining the instruction and provides guidance for making improvements.模型的系统方法设计指令 迪克和凯莉的系统方法模型是一个典型的系统执行教学设计任务。在当时这是发达,考虑组件的教学语境,诸如为学习者和环境指令被提出是背离的是更传统的方式呈现信息的通过一些结合了课堂,课本阅读、审查和测试。与传统的方法,是解放军的负担.Kemp,Morrison,and Ro's instructional design plan
The Kemp,Morrison,and Ro plan is expreed as nine elements: 1.Identify instructional problems and specify goals for designing instruction.2.Examine learner characteristics that will influence your instructional decisions.3.Identify subject content,and analyze task components related to stated goals and purposes.4.Specify the instructional objectives.5.Sequence content within each instructional unit for logical learning.6.Design instructional strategies so that each learner can master the objectives.7.Plan the instructional meage and develop the instruction.8.Develop evaluation instruments to ae the objectives.9.Select resources to support instruction and learning activities.坎普,莫里森,罗斯的教学设计方案
这个坎普,莫里森,罗斯计划表示为九个要素: 1.确定教学问题和指定目标,设计指令。2.检查学习者特征,将影响你的教学决策。
3.确定主题内容,并分析任务组件与既定目标和目的。4.指定教学目标。
5.序列在每个教学单元的内容逻辑学习。
6.设计教学策略,以便每个学习者能掌握目标。7.计划教学信息和开发指令。8.开发评估工具评估目标。
9.选择资源来支持教学和学习活动。
One interesting aspect of this design plan is that it is not illustrated as a specific sequence.According to Morrison et al.(2004),each of the nine elements of development are presented in an oval pattern without lines or arrows pointing the way because each element may be addreed at any time while developing the instruction.一个有趣的方面是,它这个设计计划没有显示作为一个特定的序列。根据莫里森et al。(2004),每个九元素的开发提出了在一个椭圆形图案没有线条或箭头指明了方向,因为每个元素在任何时间可以解决在开发指令。A special case:ADDIE
One of the most commonly used description of instructional design/developmnet is ADDIE.ADDIE is an acronym for Analyze,Design,Develop,Implement,and Evaluate.Although many ID practitioners use ADDIE as a prescriptive model for developing instruction, it is actually a means of describing the eential components of any instructional design model.scholars generally agree that ADDIE is an illustration of the eential steps of the instructional design/development proce.ADDIE is particularly useful as a framework for comparing and contrasting more formally and completely developed instructional design/development models.一种特殊情况:ADDIE 最常用的描述的教学设计/己任,是ADDIE。ADDIE的全称是分析、设计、发展、实施和评估。尽管许多ID从业者使用作为一个规范的模型ADDIE开发指令,它实际上是一个意味着描述必要的组件的任何教学设计模型。
学者普遍认为ADDIE是一个插图的基本步骤的教学设计/开发过程。ADDIE是特别有用的作为一个框架,用于比较和对照更加正式和完全开发的教学设计/开发模型。Caveat
The two models and ADDIE are intended toguide individuals through the proce of cresting and evaluating instruction.each model articulates the steps involved in creating an instructional intervention differently,and these are only a few of many instructional design models scholars have created through the years.Often,an instructional designers makes use of a particular model because it is popular within his or her profeonal setting,However,you should bear in mind that these are models of instructional design/development;no single models should be considered the only correct way to design instruction.警告
这两个模型和ADDIE的目的是指导个人的整个过程和评估教学达到顶点。每个模型阐明了所涉及的步骤创建一个教学干预不同,这些都是只有少数的许多教学设计模型的学者创造了这些年来。通常,一个教学设计者利用一个特定的模型,因为它是受欢迎的在他或她的职业设定的。但是,你应该记住,这些是教学设计/开发的模型,没有单一的模型应该考虑的唯一正确方法设计指令。Profeional instructional design practice Deciding how to design and develop instruction often depends on the organizational setting in which the instructional design profeional finds him or herself.Organizations that have established traditions of delivering instruction may demand that certain forms be followed.For example,universities in North America and Europe traditionally require that for each course offered,a syllabus be created beforehand and students receive evaluation in the form of letter grades(an evaluation strategy developed at Cambridge University in the early 1800s).University courses traditionally require weekly three-hour meetings(or semiweekly 1.5-hour meetings).These requirements necearily affect the way college profeors design their instruction.k-12 environments are under different but similar constraints.Designers who create instruction for k-12 school settings(this would include teachers,textbook writers,educational software manufactures,etc)must work within the constraints of a system that has specific timeframe(in the United States,typically 182 days of school, with approximately seven hours of instruction each day beginning with the first grade),aigned curriculum(established by state and local authorities),and evaluation procedure that include the awarding of letter grades and promotio to grade levels.nonacademic organizations have their own tradition and requirements for instructional design.For example,the US military has a tradition of using specific theories and development models to guide instructional designers numerous opportunities to contribute to the knowledge base of the discipline:Military actions that required the maing of troops from a civilian populations also required that those troops receive training for their new roles.In peacetime,military personnel must receive training on a variety of highly technical,demanding,and dangerous tasks for which public school and college has not prepared them.These models continue to be used as protocols,allowing designers to develop instruction efficiently and(it is hoped)effectively.专业教学设计实践
决定如何设计和开发指令往往取决于组织的设置,教学设计专业发现他或她自己。组织建立了传统的交付指令可以要求遵循一定的形式。例如,在北美和欧洲的大学传统上要求为每个课程,教学大纲是预先创建和学生收到信的形式评价成绩(剑桥大学开发的评价策略在1800年代早期)。大学课程需要每周三个小时会议的传统(或半周刊1.5小时会议)。这些需求必然影响大学教授设计他们的指令。
中小学环境下不同但类似的约束。设计师创建指令为k-12学校设置(包括教师、教材、教育软件制造、作家等)必须工作在有限的一个系统,有具体的时间表(在美国,通常是182天的学校,大约有七个小时的指令每一天从一年级),安排的课程(由州和当地政府建立的),和评价步骤,包括授予信成绩和升职到年级水平。非学术性组织都有自己的传统和教学设计的要求。例如,美国军方使用特定的传统理论和发展模式来指导教学设计师无数的机会帮助知识库的纪律:军事行动,要求军队集结的从一个平民也要求这些部队接受培训为他们的新角色。在和平时期,军事人员必须接受培训在各种高技术,要求,和危险的任务,公立学校和大学没有做准备。这些模型继续被用作协议,允许设计师来开发指令高效和(希望)有效。
Traditional approaches(Analyze,Develop,Evaluate)what are generally consider traditional approaches to instructional design are in fact based on relatively recent developments in the theory of how people think about the way the word works.In the 1950s,the basic concepts and principles of a general theory of systems were established by scholars(notably Ashby,Bertalanffy,Boulding,Fagen,Gerard,Rappaport and Weinner)who were, at the time,pioneers of a new method of thinking about how people and things operate.One critical argument was Bertalanffy's observation that modern science not as an intergrated realm but rather as a series of small specializations that operated usi g their own premises,techniques,and structures.The goal of general systems theory(GST)is to explain the common elements of the theoretical constructions of the various scientific discipline.传统方法(分析、开发、评估)什么是通常认为传统方法教学设计实际上是基于相对最近的发展理论中的人们如何思考这个词的方式工作。在1950年代,基本概念和原则的普遍理论学者所建立的系统(尤其是阿什比,贝塔朗菲,费根,杰拉博尔丁,Rappaport和Weinner)人,当时,开拓者的一个新方法,思考如何人和事物操作。一个关键的参数是Bertalanffy的观察,现代科学不是作为一个综合领域而是一系列小的专门化经营自己的前提超声波成象仪g、技术和结构。一般系统理论的目标(GST)是最常见的元素来解释的理论建设的各种科学学科。
