網(wǎng)絡時代教學設計理論應關(guān)注的問題(已修改)
2025-06-19 21:56 本頁面
【正文】 網(wǎng)絡時代教學設計理論發(fā)展應關(guān)注的問題北師大信息科學學院 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：教學設計理論的一個最基本前提假設是：學習的發(fā)生和維持存在著充分條件！教學設計理論的第二條假設是學習發(fā)生和維持的充分條件由以下幾方面構(gòu)成：學習者自身的學習準備；有效的學習動力維持系統(tǒng)；有效的學習外部行為和活動系統(tǒng)；有效的學習環(huán)境；有效的信息傳遞。教學設計理論的第三條假設是：教學設計的設計對象有三：
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