教学开发模型分析

本文提供了一个选择教学开发模型的框架,这一框架的基本假设是教学开发过程和其针对的情境相匹配时,教学开发最为有效。由于教学情境及教学过程的复杂性,有效的教学模型必须对应于特定的情境,并适应教学过程中的复杂性因素。     

教学技术研究发展:方法与模型——诺伯特·西尔教授访谈

问:西尔教授您好,中国学者对您的了解主要是通过教学设计国际观系列著作,您对教学设计理论与实践发展的历史脉络以及该领域研究的核心问题与未来发展的论述给读者留下了极其深刻的印象.当前教学设计领域的核心问题及其未来发展,以及该领域研究与逐渐兴起的学习科学领域研究之间的关系等内容的探讨,是这两个领域的学者均为关注的重要方面,我们也希望就这几个方面了解一下您的观点.     

教学系统开发与设计专业学习阅读指导

教育技术和教学设计专业学习者或实践者，需要了解具有国际水准的专业著作．掌握专业发展的现状，磨练自己的读书或自学方法．本文既是专业阅读的指导书．涉及到教育技术和教学设计领域的主要方面，同时也有助于我们了解国际一流学者的专业教学风格。     

教学系统复杂性及教学控制

复杂科学及复杂性思维引发了教学系统复杂性问题。教学系统复杂性主要表现为为多样性、非平衡性、不确定性、混沌性。复杂性对教学系统具有助稳定、促演化、提高系统能力等作用。教学系统复杂性需要教学控制来解决其面对的矛盾情景,而教学控制需要以新的价值取向为引导,选择合适的方法与技术才能发挥教学系统复杂性的功效。     

个体、团队、圈层--基于学术共同体的高校教师组织化发展

学术共同体是高校教学、科研活动的重要载体和平台,学术共同体建设能够推动高校教师学术活动从个体向群体融合。当前高校学术共同体建设面临学术研究个体化、资源分配碎片化、系统运行形式化等问题,这制约着高校教师组织化从个体向团队和圈层发展。为此应当以教师学术权力意识生产和再生产、学术系统动力和学术评价体系建设、学术自由和学术治理相结合等为基本内容,提高高校教师对学术共同体的参与度,优化学术共同体的资源分配方式,完善学术共同体的运行模式和机制,促进高校教师组织化发展。     

Student Models of Instructional Design

Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included 178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented, and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment, development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic, and 35 sequential. Three interrelated conclusions and implications for ID learning are offered. Susan G. Magliaro [sumags@vt.edu] is Director of the School of Education and the Center for Teacher Education at Virginia Tech. Neal Shambaugh is Assistant Professor of Instructional Design & Technology in the College of Human Resources & Education at West Virginia University. An erratum to this article is available at .     

学生群体性发展与课堂教学模式

课堂作为学生个体与群体高度碰撞的地方,是孕育学生群体性特质的摇篮。而课堂教学作为一种有着明确的任务、正式的组织以及严格的规范的制度化活动,对学生社会性和群体性发展所能起到的促进作用则是其他活动难以替代的。一、学生群体性发展面临的问题1.缺乏有机的组织联系导致学生个体性强于群体性。我国课堂教学活动虽然以班级群体为单位进行,但现行的班级及其下属小组仅是行政管理意义上的,学生只是作为一种静态的群体背景而存在;群体间的交流较多地表现为前后左右间个别同学之间的联系。因而,国内有学者指出:在我国的中小学课堂中普遍不…     

信息技术与教学模式的变革

建构主义认为，个体的知识是通过对知识的发现而由大脑建构起来的东西．为了有效利用媒体来建构知识。学生必须能在媒体的特殊符号系统下有能力进行操作．现代媒体的棱心是信息技术，是计算机．教育技术被越来越看作是计算机和基于计算机的系统．计算机可以作为教学工具、信息工具、交流工具、建构工具(合作建构工具)和情境工具来改变教与学．新的教育理念不是外在于信息技术的，而是与后者相整合，计算机成为我们把许多教学理念转化为实践的工具．     

组织创造力:基于个体、环境和任务的分析视角

学界对组织创造力的影响因素问题存在诸多争议.不同的研究者或者从个体、团队和组织的不同层面分析组织创造力,或者从跨层级、多水平的角度探讨不同水平之间的交互作用对组织创造力的影响.通过对相关文献的梳理,可以从个体因素、环境因素及任务过程三种不同的视角分析组织创造力.个体层面的创造性是组织创造力的基础,但是个体因素作用的发挥又嵌套在环境因素中,环境因素从微观到宏观可分为工作团队、组织系统、行业环境及社会大环境.除此之外,任务本身,比如目标设定、工作设计等因素也是影响组织创造力的重要变量.分析个体因素、环境因素、任务过程中的具体要素对组织创造力的影响,为未来理论发展和实践进步提供新的视角.     

远程教育的课程开发和教学设计

在传统院校中,一门课程的开发与教学通常是由主讲教师依据自己的经验来组织实施的。在远程教育中,情况就要复杂得多。首先,各门课程的多种媒体教学方案涉及整个系统教育资源的配置,要由学校而不是教师个人来规划和决策。随后,课程的主持教师要与学科专家、教育技术专家、印刷教材编辑、视听技术和计算机技术人员一起合作进行多种媒体课程材料的创作和设计。最后,还要经过各类课程材料的生产制作和发送,其它实践教学环节、人际交流活动、检查和考试、以及各种类型的学习支助服务的组织实施来完成教与学的全过程。本文首先讨论课程开发的创作模式和组织模式。随后,论述远程教育多媒体课程材料的教学设计。最后,探讨远程教育课程的制作、发送、评估和更新。     

创新模式谋发展完善体制促和谐

几年来,在省委、省政府的正确领导下,在中央电大和上级领导的支持下,在全校广大教职工的共同努力下,广东电大各项事业发展势头良好.2005年成功申办广东理工职业学院,2006年上半年顺利完成了试点项目总结性评估工作,广东电大系统招生规模持续扩大.目前广东电大系统在校生数超过17万人,规模位于全国电大系统前列,其中中央电大开放教育学生16万人,居全国电大系统第一.在教学模式改革、教学资源建设、教学支持服务体系建设、科学研究、党建和思想政治工作等方面都有较大进展,为学校今后的发展打下了基础.     

集团化办学的历史演进、发展模式与优化路径

集团化办学是我国改革办学体制的实践体,其历史演进过程经历创建、发展、深化三阶段,通过政府引导、市场驱动、多方协作等过程,集团化办学由最初的单一化移植向多样化创新跃进式发展,不同省市下集团的资质、职责、模式等均有不同,尽管集团化办学存在集团发展同质化、追求短期高效化、校际竞争恶性化等问题,相信未来在认清组织边界、走出内卷现象、化解道德风险后,能够趋于特色、高质、共生式的可持续发展。     

虚拟教研活动——一种新型的教学研究组织形式

虚拟教研活动是应运信息时代而产生,是一种全新的教学研究组织形式,当前迫切需要对迅速发展的“虚拟教研活动”进行系统化、理论化的反思和总结,深入探讨从虚拟教研活动的起源、发展条件、发展阶段及特点,并由此揭示虚拟教研活动的特点、功能及组织管理方式,以此指导各种“虚拟教研活动”的健康发展。     

Novice Linking in Hypermedia-Based Instructional Systems

No abstract available for this article.     

教学设计视域：大学教学模式的局限与走向

本文以教学模式的基本构成要素作为考察思维框架,在教学设计视域的观照下,认为当前大学教学模式主要存在十大局限:即客观主义倾向的教学理念、低阶能力的培养目标、重知轻行的价值取向、“权威-依存”的师生关系、方法滞后的信息技术应用、单一化的教学组织形式和方法、程式化的教学设计、机械接受为主的学习方式、标准化的培养方式,以及背离学习者发展的教学评价。针对上述局限,作者进而论述了目前国内外大学教学模式改革的十大走向:即建构主义的教学理念、高阶能力的培养目标、知行合一的价值取向、双主体和互动对话的师生关系、建构主义的技术应用观、多样化的教学组织形式和方法、弹性、灵活、递归的教学设计、创新性的学习方式、个性化的培养方式,以及促进学习者发展的教学评价。     

Collaborative Group Work and Individual Development of Metacognition in the Early Years

This paper tracks the individual development of metacognition in two five year old children over an academic year as they engage in a cognitive acceleration through science education programme CASE@KS1. Using qualitative analysis and case study methods it demonstrates how collaborative group work with small children impacts on the development of their individual metacognitive processing. Important variables that facilitate or hinder this development are teased out and relationships between the groups and the individual are analysed. Difficulties with the concept of metacognition and in particular how to assess and measure it are discussed. A framework of analysis based on verbal interactions is developed from the early theories of metacognition and this is combined with an in-depth grounded analysis. This approach provides insight into what we can mean when we speak of young children being metacognitive.     

网络教学模式探究

随着网络技术的发展,网络教学已成为现实.在调查网络课程现状的基础上,对网络教学的模式进行了分类,并分别讨论了各种网络教学模式的特点,信息流程,教与学的关系,对加强网上教学的实践与应用提出了见解.     

Group Identity,Individual Autonomy and Education for Human Rights

The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate.     

Context-Sensitive Instructional Design Models: A Response to Design Research,Studies, and Criticism

Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design.