摘要
《教学设计的理论与模型:教学理论的新范式(第2卷)》在深入分析信息时代不同于工业时代特征的基础上,提出面向信息时代的教学范式,主张以定制化的、聚焦于学习的教学取代工业时代的标准化的、聚焦于分类的教学,变被动学习为主动学习,从教师的主动、控制和责任转变为分享的主动、控制和责任;从去境脉的学习转变为真实的、意义丰富的任务,以高层级的学习目标取代低层级的学习目标。新教学设计理论从多个不同的视角构建设计模型,并彰显教学方法的情境化考量和教学设计向"用户设计者"模式的转变,为在实践上进行教学范式转变提供了一种发展方向。
Based on insightfully analysing characteristics of the information age different from those of the industrial age,Instructional-Design Theories and Models：A New Paradigm of Instructional Theory（Volume II） introduces a new instructional paradigm for the information age.The new paradigm makes the following proposals：change from standardization and teaching-centered classification of the industrial age to customization and learning focus;change from passive learning to active learning;change from teacher＇s initiation,control and responsibility to shared initiation,control and responsibility;chang from decontextualized learning to task-based realistic and meaningful learning;replacement of low order learning objectives with high order learning objectives.The new theory constructs instructional design models from different perspectives and shows the situated nature of instuctional methodology as well as the trend of instructional design towards ＂user designer＂ pattern,which provides a guiding development orientation for tranforming instructional paradigm in practice.
出处
《现代远程教育研究》
CSSCI
2012年第1期30-34,79,共6页
Modern Distance Education Research
基金
教育部人文社会科学重点研究基地2009年度重大项目“学习与课程关系之研究”(2009JJD880011)研究成果
关键词
信息时代
教学理论
教学范式
教学设计
深度解读
Information Age
Instructional Theory
Instructional Paradigm
Instructional Design
Deep Interpretation
