體驗區
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| 篇名 |
国际教学设计研究发展二十年探微
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| 並列篇名 |
On the Development of International Instructional Design Research in the past 20 years
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| 作者 |
盛群力(SHENG Qunli)
、陈伦菊(CHEN Lunju)
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| 中文摘要 |
教学设计学科由加涅20世纪60年代创立。到20世纪90年代，第一代教学设计理论与模式进入相对成熟期。为了跟上时代发展步伐，教学设计理论开始转型，在教学设计、学习科学、教育技术以及教学实践等领域快速发展，尤其是首要教学原理、首要学习原理、综合学习设计、意义学习设计、认知负荷理论、教育目标分类、学习方式分类、四维整合模式等将教学设计研究推到新的高度。国际教学设计研究发展20年的特征是老骥伏枥，老树新花；新人迭出，多点中心；扎根实验，应用为先；理论多样，有容乃大。教学设计的转型已经完成，未来将继续面向社会发展需要深化理论，强化应用，为教师提高教学育人质量服务。
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| 英文摘要 |
The subject of instructional design was founded by Gagne in the 1960s. In the 1990s, the first generation of instructional design theories and models entered a relatively mature period. In order to keep pace with the development of the Times, instructional design theory began to transform and a number of representatives emerged. In particular, First Principles of Instruction, First Principles of Learning, Four-Component Instructional Design, Generative Learning Design, Cognitive Load Theory,Educational Objectives Taxonomy, The ICAP Framework, Four-Dimensional Integration Model and so on have pushed the research of instructional design to a new height, showing the momentum of changing the way, showing the magnificent and fruitful results. The characteristics of the development of international instructional design research in the past 20 years are: predecessors make new achievements; new people repeatedly, multi-point center; Grounded experiment, application first; theory diverse and tolerant. The transformation of instructional design has been completed. In the future, it will continue to develop theory and strengthen application to meet the needs of social development and serve teachers to improve the quality of instruction and education.
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| 頁次 |
057-066
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| 關鍵詞 |
教学设计
、学习科学
、教育技术
、学科发展
、instructional design
、learning science
、educational technology
、development of academic subject
、CSSCI
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| 卷期 |
28:3
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| 日期 |
202206
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2022.03.006
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