Review of The Instructional Design Knowledge Base: Theory,Research, and Practice

The Instructional Design Knowledge Base: Theory, Research, and Practice by Rita C. Richey, James D. Klein, and Monica W. Tracey describes the instructional design knowledge base and further provides a taxonomy to frame the elements and related theories, thus approaching ID from both a practical and scholarly perspective. Geared toward the graduate student or scholar and not for the novice in its extensive explanations and source citations, the text should be required reading for all students of instructional design. Concepts are explained clearly and succinctly with well-organized chapters that provide headings and subheadings with introductions and transitional cues. The historical development and current research of each theory and model is well documented, and the references list alone would serve as a helpful reference for the student of instructional design. Scholars of ID will also find thought-provoking the suggestions for future research at the end of each chapter.     

基于创新能力培养的教学设计理论与试验探索

本文从创新能力的界定思路以及与教学目标分类的关系、理论依据、新的教学设计框架、运用信息技术完善学习环境、典型案例分析,以及试验设计等方面对基于创新能力培养的教学设计理论与试验进行了讨论。     

Java程序设计课程教学设计研究与实践

以Java程序设计课程为例，从教学模式设计、课堂教学采取的具体措施、现代教育手段的应用3个方面，阐述这门课程的课堂教学改革，有一定的推广价值。     

论教学设计理论发展的新领域——问题设计

教学设计的理论研究从萌芽至今先后受到工程学、行为主义、认知主义、建构主义等理论及各类媒体技术的影响,尤其是知识论、系统论等哲学思潮的转向,形成了多种研究定位和研究取向。然而在理论与教育实践之间建立良好桥梁作用的初衷被"理论与实践相脱节"的抱怨所挫伤。任务设计一直是教学设计的重要过程环节,却没有得到应有的重视。这是教学设计理论在实践中受到冷落的根本原因之一。问题设计是任务设计的核心内容之一,教学实践的需求以及理论发展的内在逻辑,将使问题设计成为教学设计理论研究的新领域。     

教学设计的概念以及学习理论对教学设计的影响

教学设计的研究，发展到今天，已成为教学领域和教育技术领域的一个热点问题。教学设计的发展与学习理论的研究息息相关。学习理论经历了行为主义、认知主义和建构主义三个历史阶段的演变，教学设计也随着出现了三种形式：程序教学、智能教学和建构主义教学。     

Integrating Theory and Practice Through Instructional Assessment

This article describes a conceptual framework to integrate assessment and instruction. Based on constructivist perspectives on teaching and learning and the recent movement away from externally mandated testing as a guide for classroom activity, the framework highlights the importance of the teacher in the development of instructional assessment. Instructional assessment is viewed as part of a larger assessment system, with each component having different audiences and purposes. To be most effective, it is argued that the connections between assessment and instruction be bound more tightly. Teachers and students are asked to have more active roles, from the development of strategies to interpretation of results. Because this represents a very different model for assessment, new criteria for judging the validity of assessment strategies are outlined. Collaboration between the research and practitioner communities are suggested to develop practically grounded but theoretically strong methods of assessment.     

目标设置理论及其教育应用

目标设置理论是一种重要的激励理论.本文深入分析了目标的涵义、目标对学业绩效作用的机制,包括目标的明确度与难度等特性对学业绩效的影响,目标与成绩之间关系的调节因素,如国标承诺、目标重要性、目标定向、反馈、任务复杂性,以及努力、坚持性、策略,以及对结果和奖励的满意度等;探讨了目标设置理论在教育情境的应用,提出了目标设置的原则与方式,以期为教师和思想政治工作者指导学生科学设置目标提供帮助.     

基于混合式学习的分层教学模式研究

混合学习模式是以混合学习理论为指导,以信息技术为重要手段的新的教学形式,是高校教学改革的研究热点及重要发展方向之一。文章运用混合式学习理论结合分层教学的思想设计教学过程,并提出了混合学习理论下的分层教学设计思路,并给出相关课程的设计实例。最后以"多媒体应用基础"课程的学习者为调查对象,对课程设计的效果进行了验证和简要分析。     

面向知识时代的教学设计理论与实践——《面向知识时代的教学设计框架——促进学习者发展》述评

《面向知识时代的教学设计框架——促进学习者发展》钟志贤著中国社会科学出版社出版2006年5月随着知识时代的发展,基于工业时代和客观主义的传统教学设计范型日益凸显其时代和认识论的局限,已难以适应社会和个人发展的需求,面临重构的严峻挑战。为了获得时代发展的生命力,教学     

基于复杂学习理论的课堂教学设计模式探究

把复杂性理论引入教育设计研究之中,为教学设计的发展带来一种全新的视野。课堂教学设计是针对一堂课或一次课的教学内容的教学设计活动,运用复杂学习理论的思路与方法对课堂教学设计活动进行研究。     

学校知识管理的理论与实践

成功的管理是学校存在和发展的必要条件。该文首先从理论层面阐述了学校知识管理的基础,接着从实践层面重点剖析了如何在学校开展成功的知识管理实践步骤,主要从学校管理者自身的转变、学校管理工作的重构、教师个人知识管理和学校整体知识管理、学校知识管理开展的制度化保证等方面进行阐释。     

基于认知负荷理论的有效教学设计研究

有效教学设计应基于学习者的认知规律,设法降低外在、内在认知负荷,同时增加相关认知负荷。在教学设计时,可以采用自由目标策略、关联信息捆绑策略、一步到位策略与多通道策略降低外在认知负荷;采用任务先"分"后"整"逐步呈现策略与任务先"简"后"繁"二次呈现策略降低内在认知负荷;采用变异任务策略与嵌入支架策略增加相关认知负荷。     

基于广义知识加工的教学策略设计

认知心理学为解释知识的内部关系提供了理论基础与方法论.从广义知识观的角度讲,知识的加工就是知识库在元认知的控制下,通过从低级到高级的整合、区分和建构加工过程完成了陈述性知识向程序性知识、策略性知识的迁移.通过广义知识观对知识加工关系的理解能使教师在设计与实施教学时重视各因素的系统影响及对学习认知心理过程的研究,进而为进行有效的教学策略设计和科学地组织教学活动提供依据.     

教学设计、教学系统设计以及教学（系统）设计学概念辨析——兼评李（秉德）何（克抗）之争

教学设计、教学系统设计和教学设计学三个概念在教育技术学界没有做严格的区分,这给学术研究以及中小学教师“教学设计”实践等方面造成混乱。这三个概念的内涵和外延等方面是不同的;教学设计学,并不是教学论的低层次重复;教学设计能力,不等于对教学设计学理论和模式的简单照搬;教学设计学的理论和模式必须经过实践检验和“本土化”改造,才能转化为教师的“教学设计”能力。     

Instructional Design Practice: Career Environments,Job Roles,and a Climate of Change

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program.     

元认知研究与教学设计

信息化社会,知识以爆炸式的速度增长,依赖传统体制教授知识已不能满足时代的要求,迫切要求学生学会学习。培养学生的元认知能力对于学生学会学习至关重要,教学设计的各个环节,内容分析、学习者分析、目标制定、策略选择和成果评价,都应考虑元认知因素。     

基于网络环境的课程教学模式研究与实践

本文以现代教育技术课程为研究对象，提出了基于网络环境的课程教学模式，探讨了网络课程教与学的策略，并为网络环境下的教学模式建设提供一定的参考。     

Effective Schooling: Research,Theory and Practice

ABSTRACT

Does the influence on academic progress, which a school exerts on its pupils’ achievements in public examinations, differ for pupils of differing levels of ability? The study on which this paper is based used data from a number of English local education authorities (LEAs) and showed that, in general, when finely‐differentiated measures of pupils’ prior‐attainment were employed, the rate of progress was uniform for most schools within the differing sets for which data were available, whilst the level varied substantially between schools. The analysis contrasts these findings with others where a grouped prior‐attainment measure was used, and evidence for ‘differential effectiveness’ was detected; the paper seeks to account for the substantially different conclusions to which the work leads.     

教学设计的专家知识及其发展模型初探

教学兼具科学与艺术的双重特性,因此,作为其组成部分之教学设计也在规则与创造、理性与直觉、科学与艺术的张力中显现着独特的魅力。教学设计专家在设计的产品、设计实践以及教学的问题解决等方面共享着若干重要特征,以这些特征为基础,探究新手设计者向专家设计者的转变与发展之路,对于教师的专业发展无疑具有重要的启示及借鉴意义。