摘要
课堂教学中,教学设计方案与实施过程常常不一致。而以设计为中心的研究范式(DCR)强调教学设计与实施的一致性。文章采用实证研究的范式,通过对采集的30个样本进行分析,探索了教学设计方案与实施过程一致性的分析方法以及产生不一致的原因,并进一步改进了教学设计方案与实施中目标知识点(及其邻接知识点)激活量一致性的计算公式。研究结果表明,激活知识点范围有97.6%呈高度一致,3.3%呈中度一致;目标知识点的激活量有66.7%呈中等一致,33.3%呈高度一致;信息流序列的一致性程度有80%呈中等一致,20%呈高度一致,最后进行了反思性分析。
In classroom teaching, the instructional design and its implementation are always inconsistent. However, the design-centered research paradigm （DCR） stresses consistency. Based on the analysis of 30 collected samples, this empirical study explores the analysis method and reasons for inconsistency between instructional design and its implementation. Moreover, the computing formula used for the consistency of activated objective knowledge （and its adjacent knowledge） in instructional design and its implementation is further improved. The research results show that as for the scope of activated knowledge, 97.6% is in a high degree of consistency, and 3.3% in a moderate degree. When it comes to the amount of activated objective knowledge, 66.7% is moderately consistent and 33.3% highly consistent. For information flow sequence, 80% is moderately consistent and 20% highly consistent. Finally, reflective analysis is conducted.
作者
田爽
郑兰琴
杨开城
许易
TIAN Shuang ZHENG Lanqin YANG Kaicheng XU Yi(School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing 100875)
出处
《电化教育研究》
CSSCI
北大核心
2017年第3期104-109,共6页
E-education Research
基金
国家社会科学基金教育学青年课题"基于大数据学习分析技术的大学生适应性调节学习技能的评价与干预策略的实证研究"(课题编号:CCA140154)
关键词
教学设计
教学实施
一致性
信息流
Instructional Design
Teaching Implementation
Consistency
Information Flow
