摘要
通常意义上讲,教学系统设计就是我们所说的教学设计(简称为ID),它作为教育技术领域的一个重要分支,是一个系统计划的过程。具体地说,就是应用系统方法研究、探索教学系统中各个要素之间的本质联系,并通过一套具体的操作程序来协调、配置这些要素,使它们能够有机地结合起来,共同完成教学系统功能的过程。这个过程可以用具有操作性的教学系统开发(简称为ISD)模式来表示。那么,什么是ISD模式呢?
Instruction system design (shortly referred to as ID) is a process to study and explore the essential connections between various elements in instruction system by a systematic approach, and coordinate, deploy these elements through a set of concrete operation programs, so as to make them well integrated to accomplish the functions of the instruction system jointly. This process can be expressed by using operational modes of instruction system development (shortly referred to as ISD). The author analyzes in detail the structures and striking features of four generations of ISD modes from six attributes: system design, program appraisal, learning theory, instructional design process, instructional designer and creating activities. Then he points out that ISD mode has grow from a simple static linear system to a highly interactive, complicated and dynamic system. At Present, the four generations of ISD modes are generally used at different occasions. ISD1 mode is still used by subject content specialists (for example, teachers in classroom) in finishing class-centered instruction design process; ISD2 and ISD3 modes are mainly used to complete product-centered or system-centered instruction design process; ISD4 mode is applicable to the widest range and also has the brightest future; however, owing to its complexity, its wider application will depend upon the improvement of corresponding electronic processing support system ( shortly referred to as EPSS). Till now, this EPSS is still at a development and trial stage, but beginners and instruction design experts have achieved some results by using it. When it is put into use formally, it can be expected that people will be able to proceed with instruction design faster, more conveniently and effectively. Some functions owned with ISD mode will also be brought into full play further.
In the end , the author maintains that ISD mode will go on evolving, and this evolution will continue relying on new progress in instruction design fields and the influence on it
出处
《开放教育研究》
1998年第1期14-18,44-45,共7页
Open Education Research
