教学设计模式的比较研究07.ppt

主要内容 一、如何对已有的众多模式进行分类？ Classroom Orientation ID Models Product Orientation ID Models System Orientation ID Models 二、教学设计模式的要素及一般模型 三、教学设计模型比较研究 一、如何对已有的众多模式进行分类？ Survey of Instructional Development Models. ERIC Digest（1997）. Survey of Instructional Development Models, Third Edition, Gustafson Branch (1997) A TAXONOMY OF ID MODELS 　The taxonomy has three categories indicating whether the model is best applied for developing: individual classroom instruction; products for implementation by users other than the developers; large and complex instructional systems directed at an organizations problems or goals. I. Classroom Orientation ID Models Gerlach and Ely (1980). Teaching and media: A systematic approach. --Kemp, Morrison and Ross (1994). Designing effective instruction. --Heinich, Molenda, Russell and Smaldino (1996). ASSURE. --Reiser and Dick (1996). Instructional planning: A guide for teachers. 乌美娜主编：《教学设计》，高等教育出版社，1994（P44－52） Gerlach and ElyTeaching and Media: A Systematic Approach Kemp,Morrison, and Ross Model(1994) II. Product Orientation ID Models Product development models are characterized by four key features: --Assumption that an instructional product is needed. --Assumption that something needs to be produced, rather than selected or modified from existing materials. --Considerable emphasis is placed on tryout and revision. --Assumption that the product must be usable by a variety of managers of instruction. Gustafson Branch select and discuss three models to represent the variety of ID models that have a product orientation: --Van Patten (1989). What is instructional design? --Leshin, Pollock and Reigeluth (1990). Instructional design: Strategies and tactics for improving learning and performance. --Bergman and Moore (1990). Managing interactive video/multimedia projects. III. System Orientation ID Models System oriented ID models typically assume that a large amount of instruction, such as an entire course or entire curricu