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教学设计是以系统方法解决教学问题的过程作为框架,将许多重要的理论概念有机结合起来的一个新的学科体系,一门应用型科学.一、教学设计理论与方法的形成、定义和研究层次(一)形成.最早提出教学设计思想的先驱是美国的教育家杜成和心理学家桑代克.而教学设计的理论、方法真正做为一门教育科学的兴起,孕育于二次世界大战后,多种学术理论(媒体理论、传播学、学习心理学、系统科学等)综合运用于教育科学领域的年代.其中,最主要的理论基础来源,分别是传播领域、媒体研究领域的科学成果和学习心理学、教育教学研究的最新成果.同时,系统理论和方法在教育领域的引入,使得这些理论、方法得到有机的综合.使过去分散的、独立的研究成果在系统思想方法下整合起来,形成教学设计学科的独立的体系.至70年代,教学设计已成为一个特定的领域和专业方向.
Instructional design is a new disciplinary system that integrates many important theoretical concepts and a applied science. It is a systematic method to solve the process of teaching problems. First, the formation, definition and research level of teaching design theory and methods. (I) Formation. The earliest pioneering ideas in teaching design were the American educator Du Chenghe and the psychologist Sandyk. The theory and methods of instructional design really became the rise of an educational science and was bred in the Second World War. Afterwards, various academic theories (media theory, communication science, learning psychology, systems science, etc.) were applied to the era of educational science in an integrated manner. Among them, the most important sources of theoretical foundations were scientific achievements in the field of communication and media research. And the latest achievements in learning psychology, education and teaching research. At the same time, the introduction of system theory and methods in the field of education has allowed these theories and methods to be organically integrated. The past scattered and independent research results have been integrated under systematic thinking methods. , forming an independent system of instructional design disciplines. By the 1970s, instructional design had become a specific area and Direction.