1、教学设计是教育技术学中重要的理论基础。本章阐述了教学设计的相关内容,包括教学设计的概念、教学设计的过程与类型、教学设计的策略等。描述了学习理论与教学设计之关系、教学设计的历史发展、以及相关的理论基础和哲学基础等。Text A:An Overview of Instructional DesignText B:Learning Theory and Instructional DesignText C:A Brief History of Instructional DesignText D:Historical&Philosophical Foundations of ID instructi
2、onal design 教学设计教学设计methodologyn.方法学,方法论方法学,方法论corporate adj.社团的,法人的,共同的,全体社团的,法人的,共同的,全体的的prescribe v.指示,规定,处指示,规定,处(方方),开,开(药药)enact v.制定法律,颁布,扮演制定法律,颁布,扮演 tryout n.试验,试用,尝试,预赛试验,试用,尝试,预赛(试试),预演,预演discipline n.纪律,学科纪律,学科v.训练训练essentialadj.本质的,基本的,提炼的本质的,基本的,提炼的n.本本质,要素质,要素exploratory adj.探险的,探测的探险
3、的,探测的screenwriting n.&adj.电影剧本创作电影剧本创作(的的)entail vt.使必需,使蒙受,使承担使必需,使蒙受,使承担n.建建 限定继限定继承权承权taxonomy n.分类法,分类学分类法,分类学haphazard n.偶然,偶然事件偶然,偶然事件adj.偶然的,随便偶然的,随便的的modularadj.数数物物模的,标准组件的,模块的模的,标准组件的,模块的chunkn.大块大块,矮胖的人或物矮胖的人或物 consistentadj.一致的,调和的,坚固的,一致的,调和的,坚固的,数、数、统统 相容的相容的facultyn.全体教员,系,科,全体教员,系,科,
4、(授予的授予的)权力,才权力,才能,能力能,能力well-versedadj.精通的精通的disseminatev.散布散布inspiredadj.受到灵感的,受鼓动的,权威人士受到灵感的,受鼓动的,权威人士(或官方或官方)授意的授意的 meditationn.深思,沉思深思,沉思,冥想,考虑冥想,考虑envision vt.想象,预想想象,预想acronym n.取首字母的缩写词取首字母的缩写词enlist v.应募,赞助,支持应募,赞助,支持embracevt.拥抱,包含,看出,领悟,接受,拥抱,包含,看出,领悟,接受,信奉信奉vi.拥抱拥抱 synchronousadj.同时的,同时的,
5、物物 同步的同步的behaviorism n.行动主义,行为学派行动主义,行为学派constructivismn.建构主义建构主义authenticadj.可信的可信的inertian.惯性,惯量惯性,惯量 In the fifty years that followed,ID has become the standard for producing excellent training in both the military and corporate realms,as well as textbook authoring and development of computer-bas
6、ed learning materials.在随后的50年里,教学设计成为军事和企业领域开发优秀培训的标准,以及课本编著和计算机辅助学习材料开发的标准。Instructional design is usually the initial stage of systematic instruction,for which there are dozens of models,For example,Instructional Systems Design(ISD)includes instructional development,delivery,and evaluation.教学设计通常是
7、系统化教学的初始阶段,它有几十种模式,例如:教学系统设计包括了教学开发、传递和评价。Instructional Design is the science of creating detailed specifications for the development,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
8、为教学开发、实施、评价和情景维护建立详细规范的科学,有助于各种复杂程度和大小科目的学习。Formative evaluation is part of each ADDIE phase and determines effectiveness and quality of each stage.Summative evaluation judges the worth of the entire course and will focus on measurable learner outcomes.形成性评价是每个ADDIE阶段的一部分,并且测定每个阶段的效果和质量。终结性评价则评判整个课程
9、的价值和关注学习者可测量的结果。Identify three levels of course knowledge,skills and attitudes:core knowledge,useful knowledge,and customized/advanced knowledge,including challenging unsolved problems.把课程知识、技能和态度确定为三个层次:核心知识、有用知识和特定/高级的知识,包括挑战(应对或质疑)各种未解决问题的知识和能力。Constructivism starts with a very basic idea.We cons
10、truct our own knowledge in an active and engaged manner throughout our lives and each person has a personal role in the process of their own learning in a social context.建构主义以一个最基本的观点为出发点。在我们的一生中,我们以一种主动参与的方式建构我们自身的知识,且每个人在社会背景下学习的过程中都有其各自的角色。Text B:Learning Theory and Instructional Designoverlap vt
11、.与与.交搭,重叠,交叉,交搭,重叠,交叉,与与.部分部分相一致相一致adventn.(尤指不寻常的人或事尤指不寻常的人或事)出现出现,到来到来psychomotoradj.心理运动肌,心理运动神经心理运动肌,心理运动神经(肌肌)swabn.拖把拖把,药签药签vt.拭抹拭抹,擦洗擦洗disassemblyn.拆卸拆卸,拆散拆散,分解分解,解体解体 malfunctionn.故障,失灵故障,失灵,机能失常机能失常operantn.发生作用之人或物发生作用之人或物,工作之人或物工作之人或物adj.动作的动作的proctor n.代理人,代理人,律律代诉人,代诉人,(大学的大学的)学监学监,监考人监
12、考人toss v.投投,掷,使摇摆掷,使摇摆,使动荡、颠簸使动荡、颠簸embellishv.修饰,布置,添加细节,润色修饰,布置,添加细节,润色(文章文章)retrievaln.检索,取回检索,取回,恢复恢复,修补,重获,挽救,修补,重获,挽救,拯救拯救incorporation n.结合结合,合并合并,形成法人组织形成法人组织,公司公司,社团社团metaphor n.修辞修辞隐喻隐喻,暗喻暗喻,比喻说话,象征比喻说话,象征analogyn.类推类推,模拟模拟,相似,类似相似,类似Socratic n.(古希腊哲学家古希腊哲学家)苏格拉底苏格拉底adj.苏格拉底苏格拉底哲学哲学的的 molec
13、ular adj.化化分子的分子的,由分子组成的由分子组成的derivative n.导数导数,微商,派生的事物微商,派生的事物,派生词派生词adj.引出的引出的troubleshoot n.检验检验,检查检查,校正,故障排除校正,故障排除compatibilityn.计计兼容性,适合,适应(性),兼容性,适合,适应(性),一致(性)一致(性)spawnn.(鱼、蛙、贝等的鱼、蛙、贝等的)产的卵产的卵v.产卵,引起,产卵,引起,酿成酿成 shufflev.拖着拖着(脚脚)走,走,(笨拙地笨拙地)穿上穿上,披上披上,洗纸洗纸牌牌wield v.使用,支配,统治,掌握,挥舞使用,支配,统治,掌握,
14、挥舞(剑等剑等)tentativen.试验试验,假设假设adj.试验性的试验性的,试探的试探的,尝尝试的试的contextualize vt.置于上下文中研究置于上下文中研究,使使(事件、事件、活动等活动等)溶入背景溶入背景prescriptive adj.规定的,指示的,惯例的,约定规定的,指示的,惯例的,约定俗成的俗成的explicit adj.明白的,明确的,清楚的明白的,明确的,清楚的,直接付款直接付款的的commonalty n.平民平民,大众大众,大众团体大众团体regulate vt.管制管制,控制控制,调节调节,校准校准purveyor n.(粮食,伙食)办理员,筹办员,承(粮
15、食,伙食)办理员,筹办员,承办商办商novice n.新手新手,初学者初学者 disorient v.迷失方位,不辨迷失方位,不辨adj.分不清方向的分不清方向的,无判断力的无判断力的eclecticadj.折衷的折衷的,折衷学派的折衷学派的n.折衷主义者折衷主义者,折衷派的人折衷派的人epistemology n.哲哲认识论认识论predisposition n.倾向倾向,素质,素质,【医医】诱因诱因(to),易易患病的体质患病的体质stance n.姿态,站姿,安放的位置姿态,站姿,安放的位置remediationn.补习补习,辅导辅导,补救补救,纠正纠正divergentadj.发散的发
16、散的,扩散的扩散的;分叉的分叉的,岔开岔开 We can found many articles and internet sites that dealt with learning theory and ID,in fact,it was difficult to know when and where to draw the line.我们可以发现许多与学习理论和教学设计相关的文章和网址,事实上,很难知道何时何处给它们之间划一条分界岭。Saettleridentified six areas that demonstrate the impact of behaviorism on Ed
17、ucational Technology in America:the behavioral objectives movement;the teaching machine phase;the programmed instruction movement;individualized instructional approaches,computer-assisted learning and the systems approach to instruction.沙特乐(Saettler)确定有六个方面可以证明行为主义对美国教育技术是有影响的,它们是行为目标运动、教学机器状态、程序化教学
18、活动、个别化教学方法、计算机辅助学习以及教学系统方法。Gagnes Taxonomy of Learning-Robert Gagne developed his taxonomy of learning in 1972.Gagnes taxonomy was comprised of five categories:overbal information ointellectual skill ocognitive strategy oattitude omotor skill 1972年,加涅(年,加涅(Gagne)提出了学习的分类,)提出了学习的分类,他认为学习由五个方面组成:言语信息,
19、智力他认为学习由五个方面组成:言语信息,智力技能,认知策略,态度和运动技能。技能,认知策略,态度和运动技能。There were,of course,people who questioned the breaking down of subject material into small parts,believing that it would lead away from an understanding of the whole当然,有人质疑把学科材料分成一个个的小部分,他们认为这种拆分会影响对“整体”的理解。Early use of programmed instruction te
20、nded to concentrate on the development of hardware rather than course content.Concerned developers moved away from hardware development to programs based on analysis of learning and instruction based on learning theory.程序化教学的早期应用往往关注硬件开发而不是课程内容。相关(用心的)开发者把关注从硬件开发转移到了基于学习分析的程序和基于学习理论的教学。The shift of
21、instructional design from behaviorism to cognitivismwas not as dramatic as the move into constructivism appears to be,since behaviorism and cognitivismare both objective in nature.教学设计从行为主义到认知主义的转变没有像到建构主义的转变那样引人注目,因为行为主义和认知主义在性质上都是客观(主义)的。The conundrum that constructivism poses for instructional de
22、signers,however,is that if each individual is responsible for knowledge construction,how can we as designers determine and insure a common set of outcomes for leaning?然而,建构主义给教学设计者提出的难题是:如果每个个体对知识建构负责,那么作为我们设计者又如何能为学习决定和确保一套公共的结果呢?To address this concern,Jonassennotes that each phase of knowledge ac
23、quisition requires different types of learning and that initial knowledge acquisition is perhaps best served by classical instruction with predetermined learning outcomes,sequenced instructional interaction and criterion-referenced evaluation while the more advanced second phase of knowledge acquisition is more suited to a constructivist environment.为了强调这一关注,Jonassen指出每个知识获取阶段需要不同形式的学习,最初的知识获取也许由通过传统的教学获得,它有预定的学习结果,有序的教学互动以及有参考标准的评估,而较高级的第二阶段的知识获取比较适合建构主义环境。