英文摘要 |
The Knowledge-Learning-Instruction (KLI) Framework was aimed at connecting classroom practices with existing learning theories to ensure consistency among the instructional elements. There were three related elements comprised in this framework, that is, knowledge components, learning events, and instructional and assessment events. According to the application conditions and its response, the relationship between the conditions and response, and whether with rationales or not, knowledge components could be defined within seven categories in which complexity increased by degrees. Similarly, learning processes could also be defined, from the simplest to the most complex, within three categories named memory and fluency-building, induction and refinement, and understanding and sense-making processes, which were separately matched with three kinds of instructional principles of spacing and testing and optimized scheduling, timely feedback, feature focusing and worked examples, and prompted self-explanation and accountable talk. Based on the asymmetry hypothesis, the framework explains the processes of teaching and learning, presenting three taxonomies to refine instructional objectives, enhance the effectiveness of instructional principles and the fitment among instructional conditions, and provide an intermediate view of the improvement of instructional research. As for teachers, the KLI framework could be used to structurally write teaching goals, design instructional tasks matching with the goals, develop personalized assessment with the use of technology, and choose the best instructional strategies and priorities to promote learning.
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