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240 principles of instructional design

已有 1352 次阅读 2019-6-2 20:11 |系统分类:科研笔记

Principles of Instructional Design

Fourth Edition

Rober M.Gagne

Leslie J.Briggs

Walter W.Wager

pages 165-179

designing instructional sequences

a curriculum of course requires decisions about the sequencing of objectives

the goal of an educational institution is to establish sequences within courses that promote effective learning,the most obvious sequence follow the order of simple(prerequisite skills) to complex (target)skill,the latter of which take longer to accomplish

another sequencing priciple is one of sequencing objectives in increasing order by the degree of meaning in what is being learned

the matter of effective sequence of instruction is closely related to the matter of course organization

intellectual skills objectives are usually the starting point for consideration of the sequencing of instruction

time is a very important part of planning instruction,and the amount of time available must be carefully considered in planning course and unit objectives

even the largest course can be described in five different levels of performance outcomes as follow:

1.lifelong objectives which imply the continued future use of what is learned,after the course is over

2.end of course objectives which state the performance expected immediately after instruction is completed for the course

3.unit objectives which define the performance expected on clusters of objectives(topics) having a common purpose in the organization of the total course

4.specific performance objectives which are the specific outcomes attained during a segment of instruction and which are likely to be at the appropriate level for task analysis

 5.enabling objectives which are either essential or supportive prerequisites for specific target objectives

an example of course organization(p.167)

four different levels of the problem of instructional sequences(p.169)

sequence of the course and curriculum

course sequence decision deal mainly with answering the question,in what sequence should the units be presented?

macrolevel sequencing 

the content of ideas with which this theory deals includes concepts,procedures,and priciples the theory that instructional content be structured so that the student is first presented with a special kind of overview called an epitome,which includes a few general,simple,and fundamental ideas,instruction then proceeds by presenting more detailed ideas that elaborate on the earlier ones,following this phase is a review of the overview and a delineation of the relationships between the most recent ideas and those presented earlier

course and curriculum sequences are typically represented in scope and sequence charts, which name the topics to be studied in a total course or set of courses and lay them out in matrices

scope and sequence matrix of topics and types of learning objectives for a course on computer usage(p.171)

sequence of skills within the topic

specifying a teaching sequence within a topic is a problem upon which some systematic techniques can be brought to bear,initially ,it may be recognized that a topic can ,and often does,have several components

analyzing topic objectives to determine learning outcomes

the use of performance objectives is particularly important at the unit level since the designer's objective is to determine what lessons are needed

identifying lessons

how does one identify lesson?a lesson is generally considered to occur in a given period of time,the learner expects to spend a given amount of time on a lesson

lesson tiems vary,a lesson for a small child may be shorter than one for an adult because the attention span of a child is shorter

it is probably more important to plan lessons around the order in which the performance objectives are best learned rather than worry about having different kinds of learning outcomes in the same lesson

the sequencing of the lesson within the units then should be based on the prerequisite relationships among the objectives,although these are very loose guidelines,they have the following requirements:(1)that new learning is supported by previously learning,(2)that it is important to do a learning analysis to determine that the skills are being taught in sequential order,(3)that the sequences are complete,and (4)that objectives irrelevant to the learning task at hand are eliminated or taught at a different time 

sequencing of skills within lessons

desirabel sequence characteristics associated with five types of learning outcomes(p.175)

what must the learner know to learn these new skills 

what do these learners already know of importance in the learning of these new skills

the designer will have to make a somewhat detailed analysis of the intellectual skills involved in a lesson

learning hierarchies and instructional sequence

the nature of intellectual skills makes it possible to design effective conditions for their learning with considerabel precision,when a proper sequence of prerequisite skills is established,the learning of intellectual skills becomes easy for a teacher to manage,in addition,the process of learning becomes highly reinfrocing for the learners because they frequently realize that with apparent and satisfying suddenness they know how to do some things that they didn't know how to do before ,thus,the activity of learning takes on an excitement that is at the opposite pole from drill and rote recitation

a prerequisite skill is integrally related to the skill to which it is subordinating,in the sense that the latter skill cannot be done if the prerequisite skill is not available to the learner

if students already know how to do each of these subordinate things,learning to do the lesson objectives will be easy and straightforward,the likelihood is that such students will learn to do it rapidly,perhaps even with the kind of immediacy implied by the word discovery

what skill must the learner have to learn this(new) skill ,the absence of which would make that learning impossible?prerequisite intellectual skills are those that are critical to the rapid,smooth learning of the new skill

if one finds a learner who is having troble acquiring a new intellectual skill,the first diagnostic question should probably be"what prerequisite skills has this person failed to learn" the contrast between the preceding question and these what genetic deficiency does this person have or what is the person's general intelligence? will be apparent.the latter questions may suggest solutions that merely serve to remove the learner form the learning environment by putting him or her in a social group or class.responsible diagnosis,in contrast,attempts to discover what the learner needs to learn.the chances are high that this will be a prerequisite intellectual skill,as indicated by a learning hierarchy,if it is, suitable instruction can readily be disigned to get the learner back on track in a learning sequence that continues to be positively reinforcing















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