教学设计发展简史及评述.pptVIP

2004-10-8 教育技术学硕士研究生课程-《教学设计》 * Limitation 3：ID1 has limited prescriptions for course organization For most ID1 methods there is a gap between content analysis and course organization strategies. The prescription for course organization strategies is either not present or superficial. None of these ID1 methods adequately accounts for different levels of instructional outcomes, such as familiarity versus basic instruction versus remediation. And none of the ID1 methods considers the highly interactive nature of the new technologies and how to prescribe highly interactive sequences. 教学设计发展简史及评述?梅瑞尔：ID1 ID2 ?ID1的局限 2004-10-8 教育技术学硕士研究生课程-《教学设计》 * Limitation 4：ID1 theories are essentially closed systems There is no means of incorporating fine-grained expertise about teaching and learning, gained from research, and applying this in the design process. 教学设计发展简史及评述?梅瑞尔：ID1 ID2 ?ID1的局限 2004-10-8 教育技术学硕士研究生课程-《教学设计》 * Limitation 5：ID1 fails to integrate the phases of instructional development Methodology based on ID1 usually defines five phases of instructional development: analysis, design, development, implementation, and evaluation. While the outcomes of each phase are inputs to the next, and the development cycle is iterative, that is the extent of the integration of the phases. Separate tools are used, and separate knowledge representations are maintained in each phase. Theory provides no prescriptions for how changes made in one phase should lead directly to changes in another. 教学设计发展简史及评述?梅瑞尔：ID1 ID2 ?ID1的局限 2004-10-8 教育技术学硕士研究生课程-《教学设计》 * Limitation 6：ID1 teaches pieces but not integrated wholes instructional strategy take on a disjointed character in which one content element is taught after another but little is done to integrate a series of elements into a whole. 教学设计发展简史及评述?梅瑞尔：ID1 ID2 ?ID1的局限 2004-10-8 教育技术学硕士研究生课程-《教学设计》 * Limitation 7：ID1 instruction is often passive rather than interactive Most of the ID1 theories were formulated before interacti