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網(wǎng)絡(luò)時(shí)代教學(xué)設(shè)計(jì)理論應(yīng)關(guān)注的問(wèn)題(已修改)

2025-06-19 21:56 本頁(yè)面
 

【正文】 網(wǎng)絡(luò)時(shí)代教學(xué)設(shè)計(jì)理論發(fā)展應(yīng)關(guān)注的問(wèn)題北師大信息科學(xué)學(xué)院 楊開城 abstract: There are three theoretical hypotheses in instructional design theory. The first and essential hypothesis is that there is sufficient condition of occurrence and keeping of second hypothesis is that that sufficient condition of occurrence and keeping of learning consists of follow factors: learning preparation of learner, efficient system to keeping learning drive, efficient activity and action system of learning , efficient learning environment and efficient information delivery. The third hypothesis is that there are three design object :learning action, learning environment and mediadelivery, which forms hiberarchy.   In network Age, we should focus following research issues: collaborative / cooperative learning strategy research in network environment, how to design learning task basing on network resource and tools, plete analysis framework of learning objective and learner character , how to diagnose didactical problem basing on electronic information.   keywords: instructional design, learning action, learning environment, mediadelivery   摘要:教學(xué)設(shè)計(jì)理論的一個(gè)最基本前提假設(shè)是:學(xué)習(xí)的發(fā)生和維持存在著充分條件!教學(xué)設(shè)計(jì)理論的第二條假設(shè)是學(xué)習(xí)發(fā)生和維持的充分條件由以下幾方面構(gòu)成:學(xué)習(xí)者自身的學(xué)習(xí)準(zhǔn)備;有效的學(xué)習(xí)動(dòng)力維持系統(tǒng);有效的學(xué)習(xí)外部行為和活動(dòng)系統(tǒng);有效的學(xué)習(xí)環(huán)境;有效的信息傳遞。教學(xué)設(shè)計(jì)理論的第三條假設(shè)是:教學(xué)設(shè)計(jì)的設(shè)計(jì)對(duì)象有三:
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