作为一门学科,教学设计诞生于20世纪50年代的美国。到了20世纪60年代早期,行为主义心理学在教学设计领域占主导地位,如何识别、设计目标成为教学设计首要关注的问题。马杰撰写的《如何为程序教学准备目标》一书、布卢姆等人合著的《教育目标分类学》一书,都对教学目标进行了深入的研究。马杰在书中提到:如果有一个不受时间限制的教学意图,我们应该确切地说明当学生完成学习之后,他应该能做什么。布卢姆则将教学目标表述为“预期学生的学习结果”。 As a discipline, instructional design was born in the 1950s in the United States. By the early 1960s, behavioral psychology was dominant in the field of instructional design. How to identify and design goals became the primary concern of instructional design. Ma Jie wrote “How to Prepare for Teaching Objectives,” a book, Bloom and others co-author of “Educational Objectives Taxonomy,” a book, all of the teaching objectives in-depth study. Ma Jie mentioned in the book: If there is a timeless teaching intent, we should explain exactly what he should be able to do when he or she has completed his studies. Bloom puts the goal of teaching as “anticipating student learning outcomes.”