classicality

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ÎÒµÄÁ¬½Ó£º ¡ùÎÒ¡ù classicality@blogcn ѧϰµÄblog¡ùclassicality@etc ÃÎÏëÓë»ÃÏëÖ®µº classicalityµÄÊéÕ« Ê®ÔÂÆßÈÕ£º£º¹ÅµäÒôÀֵĽÇÂä ET³¯ÑôÐÇ»ð-ѧϰ¡¢Ñо¿½ÌÓý¼¼Êõ life growing ¡¾¿Ì¼Ê•Klogs_Blog¡¿ ÈáÈ͵ÄÔ­Ïç xiuli'Blog of Online-edu Learning, Thinking & Researching ¶«ÐÐ¼Ç jiahou's blog Á÷¶¯µÄÈÕ¼Ç ¡ù¿Î³Ìѧϰ¡ù ½ÌÓýÐÅÏ¢´¦Àí ½ÌÓý²âÁ¿Óë½ÌѧÆÀ¼Û(¿Î³Ì½ÌÓëѧ) ½ÌÓý¼¼ÊõÑо¿·½·¨ ·ÖÒ³: [1] ½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡ - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-04-06 ½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡ ÁÖÏÜÉúÔÚ ¡¶ ½ÌѧÉè¼ÆµÄ¸ÅÄî¡¢¶ÔÏóºÍÀíÂÛ»ù´¡¡·ÖÐ¶Ô ½ÌѧÉè¼ÆµÄ ÀíÂÛ»ù´¡×÷ÁËÈçϸÅÀ¨ £º 1£®¡°µ¥»ù´¡¡±ÂÛ¡£ÈÏΪ¡°½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡ÊÇÈÏ֪ѧϰÀíÂÛ¡£¡±²¢Ç¿µ÷¡°Ö÷ÒªÊÇÖ¸¼ÓÄù£¨Robert¡¤M¡¤Gagne£©µÄÈÏʶѧϰÀíÂÛ¡±¡£ 2£®¡°Ë«»ù´¡¡±ÂÛ¡£Ö÷ÕÅ¡°½ÌѧÉè¼ÆÊÇÒÔ´«²¥ÀíÂÛºÍѧϰÀíÂÛΪ»ù´¡¡±¡£ 3£®¡°Èý»ù´¡¡±ÂÛ¡£ÈÏΪ¡°½ÌѧÉè¼ÆÊÇÒÔѧϰÀíÂÛ¡¢½ÌѧÀíÂۺʹ«²¥Ñ§ÎªÀíÂÛ»ù´¡¡±¡£ 4£®¡°ËÄ»ù´¡¡±ÂÛ¡£ÈÏΪ¡°½ÌѧÉè¼ÆÀíÂÛ»ù´¡°üÀ¨Ëĸö×é³É²¿·Ö£¬¼´ÏµÍ³ÈÏ¡¢Ñ§Ï°ÀíÂÛ¡¢½ÌѧÀíÂۺʹ«²¥ÀíÂÛ¡±¡£²¢Ç¿µ÷¡°Ñ§Ï°ÀíÂÛÓ¦µ±ÊÇËÄÖÖÀíÂÛÖÐ×îÖØÒªµÄÀíÂÛ»ù´¡¡±¡£ 5£®¡°Îå»ù´¡ÂÛ¡£Ìá³ö½ÌѧÉè¼ÆÒªÒÔѧϰÐÄÀíÀíÂÛ¡¢ÏÖ´ú½ÌѧÀíÂÛ¡¢Éè¼Æ¿ÆѧÀíÂÛ¡¢ÏµÍ³ÀíÂۺͽÌÓý´«²¥Ñ§ÎªÀíÂÛ»ù´¡¡±¡£ 6£®¡°Áù»ù´¡¡±ÂÛ¡£Ö÷ÕÅ¡°Ñ§Ï°ÀíÂÛ¡¢´«²¥ÀíÂÛ¡¢ÊÓÌýÀíÂÛ¡¢ÏµÍ³¿ÆѧÀíÂÛ¡¢ÈÏʶÂۺͽÌÓýÕÜѧ¹²Í¬¹¹³ÉÁ˽ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡¡±¡£ Ϊ·ÖÎö·½±ãÆð¼û£¬½«ÉÏÊöÂÛµãÁбíÈçÏÂ: ¡¡ ѧ Ï° Àí ÂÛ ´«²¥ÀíÂÛ ½ÌѧÀíÂÛ ÏµÍ³ÀíÂÛ Éè¼ÆÀíÂÛ ÊÓÌýÀíÂÛ ÈÏ Ê¶ ÂÛ ½ÌÓýÕÜѧ µ¥»ù´¡ ¡Ì ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ Ë«»ù´¡ ¡Ì ¡Ì ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ Èý»ù´¡ ¡Ì ¡Ì ¡Ì ¡¡ ¡¡ ¡¡ ¡¡ ¡¡ ËÄ»ù´¡ ¡Ì ¡Ì ¡Ì ¡Ì ¡¡ ¡¡ ¡¡ ¡¡ Îå»ù´¡ ¡Ì ¡Ì ¡Ì ¡Ì ¡Ì ¡¡ ¡¡ ¡¡ Áù»ù´¡ ¡Ì ¡Ì ¡¡ ¡Ì ¡¡ ¡Ì ¡Ì ¡Ì ´Ó±íÖпÉÒÔÇå³þµØ¿´³ö£¬ÈËÃǶÔÄÄЩÀíÂÛºÍΪ½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡ÊÇÓÐÕùÒéµÄ¡£´Óµ¥»ù´¡µ½Áù»ù´¡²»½öÊýÁ¿ÉÏÏà²îÐüÊ⣬¶øÇÒÑ¡ÏîÉÏÒ²´æÔںܴó²î±ð¡£µ«Ó¦¸Ã¿Ï¶¨µØ˵ÈËÃÇ°ÑѧϰÀíÂÛ¡¢´«²¥ÀíÂÛ¡¢ÏµÍ³ÀíÂۺͽÌѧÀíÂÛ×÷Ϊ½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡µÄÈÏʶÊÇÏà¶Ô¼¯Öеģ¬ÓÈÆäÊǶÔѧϰÀíÂÛÈËÃÇÆձ鿴ºÃ£¬Ò»ÖÂÈÏΪÊǽÌѧÉè¼ÆµÄÀíÂÛ»ù´¡¡£±êÃ÷½ÌѧÉè¼ÆµÄÈ¡ÏòÊÇÒÔѧÉúµÄѧϰΪÖÐÐĵģ¬ÕâÊÇ·ûºÏʱ´úÐèÇóºÍÌصãµÄ£¬ÈËÃǶÔѧϰÀíÂÛµÄÍƳçÊÇÔÚÇéÀíÖ®Öеġ£ Òò´Ë£¬ÎÒÃǶÔѧϰÀíÂÛµÄÖ÷ÒªÄÚÈÝ×÷Á˹éÄÉ£¬ÒÔ×÷Ϊ²Î¿¼¡£ ¶ÔÓÚѧϰÀíÂÛ£¬ÀúÊ·ÉÏÈËÃǶÔËüµÄ̽ÌÖÔ´Ô¶Á÷³¤¡£ ¶þÊ®ÊÀ¼ÍÒÔÀ´£¬Ñ§Ï°ÀíÂÛ¿ª±ÙÁËÒ»¸öոеÄÌìµØ¡£ÈËÃÇ¿ªÊ¼Í¨¹ýʵÑé̽Ë÷ѧϰÏÖÏóºÍѧϰ»úÖƵÄÔ­Àí£¬´Ó¶ø´´Á¢Á˸÷ÖÖѧϰÀíÂÛ¡£¹éÄÉÆðÀ´£¬¿É·ÖΪ ÐÐΪÖ÷Òå ¡¢ ÈÏÖªÖ÷Òå ºÍ È˱¾Ö÷Òå £¬ÒÔ¼°´ÓÈÏÖªÖ÷Òå·¢Õ¹¶øÀ´µÄ ½¨¹¹Ö÷Òå ¡£ ¸÷ÖÖѧϰÀíÂÛ²»ÊÇÒ»ÖÖÌæ´úµÄ¹Øϵ£¬¶øÊÇÒ»ÖÖ²¢´æµÄ¹Øϵ£¬¸÷×ÔÊÊÓÃÓÚ²»Í¬µÄÁìÓò¡£¸ÅÀ¨ËµÀ´£¬ÔÚʵ¼Ê½øÐнÌѧÉè¼Æʱ£¬Ó°ÏìÖ¸µ¼½ÌѧÉè¼ÆµÄѧϰÀíÂÛÑ¡ÔñµÄÒòËØÖ÷ÒªÓÐÈý¸ö£ºÑ§Ï°ÈÎÎñµÄ¸´ÔÓÐÔ¡¢Ñ§Ï°ÕßµÄÈÏ֪ˮƽºÍѧϰ»·¾³µÄ·á¸»ÐÔ¡£ËüÃǹ¹³ÉÒ»¸öÈýά×ø±ê£¬ Èýά×ø±êÓëѧϰÀíÂ۵ĶÔÓ¦¹Øϵ ÈçÏÂͼËùʾ£¨ÓàʤȪµÈ¡¶ »ùÓÚ½¨¹¹Ö÷ÒåµÄ½ÌѧÉè¼Æģʽ¡· £©£º ´ÓͼÖÐÎÒÃÇ¿ÉÒÔ¿´µ½£¬Ã¿Ò»ÖÖѧϰÀíÂÛ¶¼ÓÐÆäÊʺϵÄѧϰÄÚÈݺÍѧϰÕßȺÌå¡£×ÜÌå˵À´£¬Ñ§Ï°ÈÎÎñ¸´ÔÓÐÔÔö¼Ó¡¢Ñ§Ï°ÕßµÄÈÏÖªÄÜÁ¦¼ÓÇ¿£¬Ñ§Ï°»·¾³µÄÖ𽥷ḻ£¬×îÊʺϵÄѧϰÀíÂÛ´ÓÐÐΪÖ÷ÒåÏòÈÏÖªÖ÷Òåµ½½¨¹¹Ö÷ÒåÖð½¥×ª»¯¡£ ÐÐΪÖ÷ÒåÄܹ»ÓÐЧÌá¸ßÄÇЩ½öÐè¼òµ¥ÈÏÖª¼Ó¹¤µÄÈÎÎñ£¨Èç¹æÔò¼ÇÒä¡¢»ù±¾ÊÂÎïµÄ¹ØÁª¡¢Æ¥ÅäÇø·ÖµÈ£©£¬Ê¹ÈËÃÇÖªµÀijЩÊÂʵÁìÓòһЩϰ¹ßÐԵļ¼ÄܺͶ¯×÷£¬ÓÐЧµÄ´Ì¼¤Óë·´Ó¦£¬Á¬ÐøµÄ·´À¡£¬»á´ó´óÌá¸ßÕâÀà֪ʶµÄѧϰЧÂÊ£¬¶ÔÓڿ͹ÛÊÂʵµÄ½éÉÜ£¬±ÈÈç¸ÅÄîµÄÐγɣ¬ÊÂʵµÄ»ñÈ¡µÈ£¬²ÉÓÃÐÐΪÖ÷Òå·½·¨ÊDZȽÏÊʺϵġ£»ùÓÚÐÐΪÖ÷Òå¶ÔѧϰÕßµÄÈÏÖª¼Ó¹¤ºÍѧϰ»·¾³µÄ·á¸»³Ì¶È¶¼Ã»ÓÐÌرð¸ßµÄÒªÇó£¬Ò»°ãµÄѧϰÕßÔÚÆÕͨµÄ½ÌÊҾͿÉÒÔʵʩ¡£ ÈÏÖªÖ÷Òå±È½ÏÊʺÏÓÃÓÚ½ÌÊÚÎÊÌâ½â¾ö¼¼Êõ£¬Ò²¾ÍÊǸø¶¨Ò»Ð©ÊÂʵºÍ¹æÔò£¬½â¾öһЩÐÂÇé¾°ÖеÄһЩÎÊÌâ¡£ÕâÒªÇóѧϰÕßÖªµÀΪʲô¡£Ëü¶ÔѧϰÕßµÄÈÏÖª¼Ó¹¤ÄÜÁ¦ÓÐÁ˽ϸߵÄÒªÇ󣬱ȽÏÊʺÏÄÇЩÐèÒª½øÐнϸßÈÏÖª¼Ó¹¤µÄÈÎÎñ£¬Èç¹éÀà¡¢¹æÔòµÄÍƵ¼¡¢³ÌÐòµÄ½¨Á¢µÈµÈ¡£ÕâÖÖÈÎÎñµÄѧϰÐèÒª´øÓкÜÇ¿µÄÈÏ֪ɫ²ÊµÄѧϰ²ßÂÔ£¬ÈçÓïÒå×éÖ¯¡¢Ä£ÄâÍƵ¼¡¢¾«Ï¸¼Ó¹¤µÈµÈ¡£ ¶ø¶Ô½¨¹¹Ö÷ÒåÀ´Ëµ£¬Ëü×îÊʺÏÓÚһЩ·ÇÁ¼¹¹ÁìÓòµÄ¸´ÔÓ֪ʶµÄѧϰºÍÕÆÎÕ¡£ËüÒªÇóѧϰÕßÒªÓкÜÇ¿µÄÈÏÖª¼¼Äܼ°×ÔÎÒ¿ØÖÆÄÜÁ¦¡£¶ÔÓÚһЩÐèÒªºÜ¸ßÈÏÖª¼Ó¹¤µÄÈÎÎñ£¬È縴ÔÓµÄÎÊÌâ½â¾ö£¬ÈÏÖª²ßÂÔµÄÑ¡ÔñÓëµ÷¿ØµÈ£¬ÔòÐèÒª²ÉÓûùÓÚ½¨¹¹Ö÷ÒåµÄѧϰ²ßÂÔ£¬ÈçÇ龰ѧϰ¡¢ÈÏ֪ѧͽÖÆ¡¢Éç»áЭÉ̵ȡ£ÁíÍ⣬½¨¹¹Ö÷Òåѧϰǿµ÷Çé¾°¡¢Ð­×÷¡¢»á»°µÈ¡£¶Ôѧϰ»·¾³ÓнϸߵÄÒªÇó£¬ÒªÇóѧϰ»·¾³Äܹ»³ä·ÖչʾÎÊÌâµÄ¸´ÔÓÐÔ£¬Ìṩ×ã¹»µÄ²ÄÁÏ£¬ÌṩϸÖÂÊý¾Ý·ÖÎöÓë²Ù×ݵŤ¾ßµÈ¡£¶ø¶ÔÓÚ¹æÔòµÄÑÝÒï¡¢ÍƵ¼Óë¼òµ¥Ó¦Ó㬲ÉÓÃÈÏÖªÖ÷ÒåµÄѧϰÊDZȽÏÊʺϵġ£ ÈýÖÖ½ÌѧÉè¼ÆѧϰÀíÂ۵ĹØϵ£¬²¢²»ÊǽØÈ»·ÖÀëµÄ£¬¶øÊÇÓÐÒ»¶¨Öظ´µÄ¡£¶ÔÓÚͬһÀàÐ͵ÄѧϰÈÎÎñ£¬¿ÉÒÔ²ÉÓò»Í¬µÄѧϰÀíÂÛµÄѧϰ·½·¨¡£½ÌѧÉè¼ÆÕßµÄÈÎÎñ¾ÍÊÇÒªÔÚ¸ø¶¨µÄѧϰÈÎÎñ¡¢Ñ§Ï°ÕߺÍѧϰ»·¾³Ï£¬Ñ¡ÔñÒ»ÖÖÖ÷ÒªµÄѧϰÀíÂÛ£¬Éè¼Æ³ö×îÊʺϵÄѧϰ²ßÂÔ¡£ ´Ó½ÌÓýʵ¼ù·½Ãæ¿´£¬ ÓÉÐÐΪÅÉ˼Ïë·¢Õ¹ÆðÀ´²¢·çÐÐһʱµÄ³ÌÐò½Ìѧ£¬ºó¾­¸ÄÉÆΪ¼ÆËã»ú¸¨Öú½Ìѧ¡¢ÕÆÎÕѧϰµÈµÈ£¬µ½Ä¿Ç°»¹±£³Ö×ųä·ÖµÄ»îÁ¦£¬²¢µÃµ½Ï൱¹ã·ºµÄÓ¦Ó᣺óÀ´£¬Ëæ×Åʱ¼äµÄÍÆÒÆÎ÷·½Ñ§Ï°ÀíÂÛÓÉÐÐΪÅÉÕ¼Ö÷µ¼£¨ÓÅÊÆ£©×ªÒƵ½ÈÏÖªÅÉÕ¼ÓÅÊÆÉÏ£¬Æäʵ¸üÈ·ÇеØ˵£¬ Ó¦ÊÇתÒƵ½Á½ÅÉ»¥ÏàÎüÈ¡µÄ·¢Õ¹Ç÷ÊÆÉÏ¡£ À´Ô´£º ½ÌѧÉè¼ÆµÄÀíÂÛ»ù´¡ ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ part for C2 finished long time ago - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-20 Background: ÁìÓòר¼Ò·½·¨ subject ¨Cmatter expert approach ¼¨Ð§¼¼Êõ·½·¨ performance technology approach ½ÌѧÉè¼Æʦһ°ãϲ»¶¼¨Ð§¼¼Êõ·½·¨£¬¼´¸ù¾ÝÒª½â¾öµÄÎÊÌâ»òÃæ¶ÔµÄ»úÓöÀ´ÉèÁ¢½ÌѧĿµÄ Instruction designers favor the performance technology approach where instruction goals are set in response to problems or opportunities. Éè¼ÆʦÊ×ÏÈÒª½øÐÐÐèÇó·ÖÎö£¬Ã÷È·ÎÊÌâËùÔÚ£¬ÕâÏ×÷²¢²»¼òµ¥£¬Êµ¼ÊµÄÐí¶àÎÊÌâÍùÍù²¢²»Ïñ±íÃæ¿´µ½µÄÄÇÑù¡£ Designers engage in needs assessment and analysis processes to specifically identify the problem, which is not always an easy task. The real problem is not alwayswhat it initially appears to be. ÕâÀàÄ¿µÄÃèÊöÓï¾ä³£³£Ê¹Óá° ½â¾ö ¡±¡¢¡° ÔËÓà ¡±¡¢¡° ¹ÜÀí ¡±µÈ¶¯´Ê£¬ÖØÔÚ Ñ§Ï°ÕßѧÍêºóÄܹ»×öʲô £¬ÒÔ¼° ÔÚʲôÑùµÄÕæʵ»·¾³ÖÐ ÔËÓÃÐÂѧ¼¼ÄÜ¡£ This type of goal statement usually includes such verbs as solve , apply , and manage . The focus on what learners will be able to do when they complete the instruction, and the real-world context in which they will have to use their new skills. Two examples ÐèҪעÒâµÄÊÇÄ¿µÄÓ¦¸Ã¼¯ÖÐÔÚѧϰÕßÒªÄÜ×öʲô It should be noted that the goal focuses on what learners will be able to do. ×¢Ò⣬ĿµÄÃèÊöµÄÊǽÌѧµÄÊä³ö£¬¶ø²»ÊǽÌѧµÄ¹ý³Ì Notice also that the goal describes the outcomes of instruction and not the process of instruction. Concepts: Performance analysis A performance analysis is a study conducted to determine the exact nature of an organizational performance problem and how it can be resolved. Quite often the original problem and how it can be resolved. ¼¨Ð§·ÖÎö¾ÍÊÇÑо¿È·¶¨×éÖ¯µÄÔËÐÐÎÊÌ⣬ÒÔ¼°Ñо¿ÈçºÎ½â¾öÕâ¸öÎÊÌâ¡£³õʼµÄÎÊÌâÍùÍùÖ»ÊÇÒ»¸ö¸ü´óÎÊÌâµÄ±íÏó£¬Ò²¿ÉÄܸù±¾²»ÊÇÎÊÌâ¡£ The analyst now compares the gaps in performance between the should be and is , and attempts to determine the causes. ÏÖÔڵķÖÎö¾ÍÊÇÒª±È½ÏÏ£ÍûµÄ±íÏÖºÍÏÖÔÚµÄÇé¿öÖ®¼äµÄ²î¾à£¬ÕÒ³öÔ­Òò The shoulds, in contrast to the ares, are descriptions of what the situation out to be Ïà¶ÔÓÚÏÖÔÚ״̬£¬Ô¤Ïë״̬¾ÍÊÇÏ£Íû´ïµ½µÄ״̬£¬µ«²»ÊǾ¡Éƾ¡ÃÀµÄÍêÃÀ״̬£¬¶øÊÇÏÖʵµÄ¿ÉÒªÇó´ïµ½µÄÐÐΪˮƽ£¬Ò²¿ÉÒÔÊÇ×éÖ¯µÄÄ¿µÄˮƽ¡£ A gap is defined as should status minus is status. The gap of greatest consequence is that in organizational results. This gap is then associated with a gap in organizational performance( i.e., the behaviors that people in the organization are exhibiting). If it turns out that there is no gap, then no change id required, and obviously there is mo requirement for new training. Á½ÕߵIJî¾à£¬¼´Ô¤Ïë״̬¼õÏÖÔÚ״̬µÄ²î£¬¿ªÊ¼·´Ó³Îª×éÖ¯½á¹ûµÄ²î¾à£¬ËæºóÕÛÉäΪ×éÖ¯ÐÐΪµÄ²î¾à£¬¼´×éÖ¯ÖÐÈËËùÕ¹ÏÖµÄÐÐΪ¡£Òò´Ë£¬Èç¹ûûÓÐ֤ʵ´æÔÚ²î¾à£¬ÄÇô¾Í²»ÐèÒª×öÈκθı䣬Òò´ËÒ²¾Í²»ÐèÒª×öÐÂÅàѵ¡£ Should status ¡ª Is status = A gap So I think the important is what id the gap and how to find the gap and how to eliminate the gap. And we must be conscious of that the outcome of a performance analysis study is a clear description of a problem in terms of failure to achieve desired organizational results and the corresponding desired and actual employee behaviors, evidence of the causes of the problem, and suggested cost-effective solutions. ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ Part Four for Chapter One - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-08 The third part tells us how to use this model. In the system approach it is most appropriate to have the instructor deliver the instruction, while he may use a variety of media as the method. Because of portability and production costless, print instruction is still favored in many instance. And I like the print instruction very much for I could take it every and read it whenever I need it ,and I think stay in front of computer for a long time is bad for me especially for my eyes. Besides, we must remember that whatever mode we used, it must suit the learner, and the product must be responsive to the needs of learners and effective in achieving the desire learning out comes. The systematically design instruction is not the same as individualized instruction. The system approach can be used to design individualize instruction or group-based instruction. For the application of the system approach to the design of instruction, the beneficiary is the learners who is in the individualized instruction. The learner would be paid more attention to, and the designer should focus on the needs and skills of the learners. ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ Part Three for Chapter One - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-07 Part Three Assess Needs to Identify Goals ͨ¹ýѧϰÀ´È·¶¨Ä¿±ê Conduct Instructional Analysis ½ÌѧÐÐΪ·ÖÎö Analyze Learners and Contexts ·ÖÎöѧϰÕßÒÔ¼°ËûÃǵı³¾°(current skills, preferences, and attitudes¡­¡­) Write Performance Objectives ׫д½ÌѧĿ±ê Develop Assessment Instruments ¿ª·¢ÆÀ¹ÀÊֶΠ£¿£¿£¿ Develop Instructional Strategy ¿ª·¢½Ìѧ²ßÂÔ Develop and Select Instructional Materials ¿ª·¢ÓëÑ¡Ôñ½Ìѧ²ÄÁÏ Design and Conduct The Formative Evaluation of Instruction Éè¼Æʵʩ½ÌѧµÄÐγÉÐÔ(?)ÆÀ¼Û one-to-one evaluation Ò»¶ÔÒ»ÆÀ¼Û£¨µ¥¶ÀÆÀ¼Û£© small-group evaluation С×éÆÀ¼Û field evaluation ÍŶӣ¨×éÖ¯ÆÀ¼Û£© Revise Instruction ÐÞ¶©½Ìѧ(·½°¸) Design and Conduct Summative Evaluation Éè¼ÆʵʩÕûÌåÆÀ¼Û curriculum design model ¿Î³ÌÉè¼Æģʽ Observation of behavior ¶ÔÐÐΪµÄ¹Û²ì Transparency »ÃµÆƬ As I am a novice, I think I would learn this book in sequence and manner presented in this book. When I finish this book and understand it , I think I will tell the means of the ten interconnected box showed on page 2-3,in my own words. And maybe my English will be proved ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ Part Two for Chapter One - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-06 Needs assessment is as important as the performance analysis The model of this book incorporates an eclectic set of tools drawn from three major theoretical positions ----behaviorist, cognitivist, and constructivism . The model is based not only on theory and research, but also on a considerable amount of practical experience in its application. The author again gives a wonderful analogy. The ISD is just like a cookbook recipe that is instructive in general and can also provide different ideas to different instructors. And I have noticed a sentence that would be the key to make us clear about some concepts :"The term design is included in the general name of the process and is also the name for one of the major sub processes. When we use the term instructional design , we will be referring to the entire ISD process." But I'm quite perplexed with the use of the term umbrella to describe instructional design. ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ Part One for Chapter One - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-05 First I should say I like the blank to the right of the words. I can take the note (some explanatory note) . Still I¡¯m a novice ,and I think the note will help me finish this book, though, I didn¡¯t have confidence to finish it. In Chapter One , the author presents us with a general view of the Dick and Carey Systems Approach Model to give us an integrated concept of the Instructional System Design. I notice that phase ¡°system point of view¡±. And I think that may be the key to the Instructional System Design. The first part of Chapter One is a general introduction of ISD. when we talk about ISD (Instructional System Design) what do you think about it? I first want to know what is the word ¡°system¡± mean? In this chapter the author don¡¯t give the meaning of ¡° system ¡±, or ¡° system approach ¡±. He just give us a simple analogy----maybe the instructional system is just like a heating & cooling system. It is very helpful ,and most attract me . When I finished that paragraph I understand the importance of ¡°feedback¡±. Besides, the components of the system (the learners, the instructor, the instructional materials, the learning environment) interact in order to achieve the goal which the learner or the instructor want to realize. ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ ¼¸ÖÖÓйؽÌѧÉè¼ÆµÄ¶¨Òå - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-03-02 ¼¸ÖÖÓйؽÌѧÉè¼ÆµÄ¶¨Òå Definitions of Instructional Design £¬È«ÎÄÈçÏ Definitions of Instructional Design Adapted from "Training and Instructional Design", Applied Research Laboratory , Penn State University Instructional Design as a Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Instructional Design as a Discipline: Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. Instructional Design as a Science: Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. Instructional Design as Reality: Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion. Instructional System: An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan. Instructional Technology: Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development. Instructional Technology = Instructional Design + Instructional Development Instructional Development: The process of implementing the design plans. ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ ÂÛÎÄËæÊÖÕª¼Ç - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-02-25 ÕâÁ½ÌìÔÚ¶ÁÁõÃÀ·ïÀÏʦµÄÂÛÎÄ¡¶½ÌÓý¼¼Êõѧѧ¿Æ¶¨Î»ÎÊÌâµÄÑо¿¡·£¬¿´µ½ÁËÕâ¸ö£¬¼ÇÏÂÀ´ AECT94 Instructional Technology is the theory and practice of design ,development , utilization, management and evaluation of the processes and resources for learning ½Ìѧ¼¼ÊõÊÇΪÁËѧϰ¶ÔÓйصĹý³ÌºÍ×ÊÔ´½øÐÐÉè¼Æ£¬¿ª·¢£¬Ó¦Ó㬹ÜÀíºÍÆÀ¼ÛµÄÀíÂÛºÍʵ¼ù¡£ ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | Trackback(0) | ±à¼­ ½ÌѧÉè¼ÆµÚһƪ¡« - [½ÌѧÉè¼Æ] classicality ·¢±íÓÚ 2004-02-21 ´ÓÍøÉÏËæ±ãÒ»ËÑË÷£¬¾Í¿´µ½ÁËÕâ¸öÕ¾µã£º ½ÌѧÉè¼Æ¿Î³ÌѧϰÍø ²»ÖªµÀÊÇÄÇÀïµÄ£¬ÒòΪÎÒʵÔÚÊÇÖªÖ®ÉõÉÙ¡£ Ãæ¶ÔÆäËûͬѧÔÚ¿ÎÌÃÉϵÄÌÏÌϲ»¾øµÄ Ó¢Óï½²»° £¬ÎÒÖ»ÄÜ˵ÎÒʲô¶¼ÖªµÀµÃºÜÉÙ¡£±¾À´£¬ÕâÒ²ÊÇÊÂʵ¡£²»¹ý£¬ÎÒ¾õµÃºÍËûÃÇÖ®¼ä»¹ÊÇÓÐÒ»¶¨µÄ²î¾àµÄ¡£ Ë×»°Ëµ±¿ÄñÏÈ·É£¬ÎÒ¿´ÏÖÔÚ·É»¹ÊÇÓеãÍíÁË£¬²»¹ý£¬²¢²»´ú±íÎÞЧµÄ·ÉÐС­¡­ ÔĶÁÈ«ÎÄ | ÆÀÂÛ(1) | Trackback(0) | ±à¼­