《教育技术学专业英语——第十章》.doc

第十章 Models of Instructional Design 教学设计模型 Section B A Taxonomy of ID Models A taxonomy(分类法,分类系统 of ID models can help clarify(澄清 the underlying assumptions(基本假设) of each model, and help identify the conditions under which each might be most appropriately applied. 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 ； or large and complex instructional systems directed at an organization s problems or goals. 一个分类法的用户模型可以帮助澄清基本假设每个模型,有助于辨识情况下,每一个可能是最适当的应用。有三种类型的分类表明该模型是否最好应用发展:个人课堂教学,产品深受用户执行以外的其他开发商;或庞大而复杂的教学系统针对一个组织的问题或目标。 1. Classroom （取向）Orientation ID Models： Classroom ID models are of interest primarily to professional teachers who accept as a given rule that their role is to teach，and that their students require some Form of instruction. Teaching personnel usually views an ID model as a general road map（路线图） to follow. Typically, a classroom ID model outlines only a few functions, and simply provides a guide for the teacher. The developer who works with teachers would do well to employ any ID model with caution because teachers are not likely to be familiar with the concepts or processes of systematic instructional development. 1.课堂取向ID 模式:课堂ID 模型感兴趣的主要专业教师接受一个给定的规则,他们的作用是教,学生需要某种形式的指令。教学人员通常的观点一个ID 模型作为一种普遍的路线图跟随。通常情况下,一个教室ID 模型指出只有少数的功能,并且仅仅提供了指导老师。发包人与教师工作做的很好,使用任何ID 模型和小心,因为老师不可能熟悉的概念或过程系统的教学发展。 2. Product Orientation ID Models ： Product development models typically assume that the amount of product to be developed will be several hours，or perhaps several days, in length. The amount of front- end （前结束） analysis for product oriented models may vary widely, but it is usually assumed that a technically sophisticated product will be produced. Users may have no contact with the developers. Product development models are characterized by four key features： (1) Assumption that an instru