英語教學(xué)設(shè)計(jì)理論與實(shí)踐課件

《英語教學(xué)設(shè)計(jì)理論與實(shí)踐》

——任務(wù)型教學(xué)設(shè)計(jì)主講：尹國杰（副教授）2013年3月20日星期三《英語教學(xué)設(shè)計(jì)理論與實(shí)踐》

——任務(wù)型教學(xué)設(shè)計(jì)主講：尹國杰1InstructionalDesign“Design”ofteaching?InstructionalDesign“Design”o2InstructionalDesigndesignscientificartisticInstructionalDesigndesignscie3InstructionalDesignWhatisinstructionaldesign?thepracticeofcreating"instructionalexperienceswhichmaketheacquisitionofknowledgeandskillmoreefficient,effective,andappealing."InstructionalDesignWhatisin4InstructionalDesign1.Developmentofinstructionaldesign:1940’s-TheOriginsofInstructionalDesign,WorldWarII1946–EdgarDale’sConeofExperienceMid-1950sthroughmid-1960s-TheProgrammedInstructionMovementEarly1960s-TheCriterion-ReferencedTestingMovement1965-DomainsofLearning,EventsofInstruction,andHierarchicalAnalysis1967-FormativeEvaluationThe1970s-GrowingofInterestintheSystemsApproachThe1980s-IntroductionofPersonalComputersintotheDesignProcessThe1990s-AGrowingInterestinConstructivistTheoryandtheImportanceofPerformanceThe2000s-RiseoftheInternetandOnlineLearning2010andforwardInstructionalDesign1.Develop5InstructionalDesign1940’s-TheOriginsofInstructionalDesign,WorldWarIIDuringthewaraconsiderableamountoftrainingmaterialsforthemilitaryweredevelopedbasedontheprinciplesofinstruction,learning,andhumanbehavior.Testsforassessingalearner’sabilitieswereusedtoscreencandidatesforthetrainingprograms.Afterthesuccessofmilitarytraining,psychologistsbegantoviewtrainingasasystem,anddevelopedvariousanalysis,design,andevaluationprocedures.InstructionalDesign1940’s-T6InstructionalDesignInstructionalDesign7InstructionalDesignMid-1950sthroughmid-1960s-TheProgrammedInstructionMovementSkinner:effectiveinstructionalmaterialsshouldincludesmallsteps,frequentquestions,immediatefeedback,andallowself-pacing.RobertMager:howtowriteobjectivesincludingdesiredbehavior,learningcondition,andassessment.BenjaminBloom:taxonomyofthreedomainsoflearning:Cognitive,PsychomotorandAffective.InstructionalDesignMid-1950s8InstructionalDesignInstructionalDesign9InstructionalDesignEarly1960s-TheCriterion-ReferencedTestingMovementRobertGlaser:firstuseroftheterm“criterion-referencedmeasures”in1962.acriterion-referencedtestisdesignedtotestanindividual'sbehaviorinrelationtoanobjectivestandardInstructionalDesignEarly196010InstructionalDesign1965-DomainsofLearning,EventsofInstruction,andHierarchicalAnalysisRobertGagne:fivedomainsoflearningoutcomesandnineeventsofinstructionin“TheconditionsofLearning(1965).Gagne’sworkinlearninghierarchiesandhierarchicalanalysisledtoanimportantnotionininstruction–toensurethatlearnersacquireprerequisiteskillsbeforeattemptingsuperordinate’sones.InstructionalDesign1965-Dom11InstructionalDesign1967-FormativeEvaluationMichaelScriven:theneedforformativeassessment–e.g.,totryoutinstructionalmaterialswithlearners(andreviseaccordingly)beforedeclaringthemfinalized.InstructionalDesign1967-For12InstructionalDesignThe1970s-GrowingofInterestintheSystemsApproachManyinstructionaldesigntheoristsbegantoadoptaninformation-processing-basedapproachtothedesignofinstruction.DavidMerrillforinstancedevelopedComponentDisplayTheory(CDT),whichconcentratesonthemeansofpresentinginstructionalmaterials(presentationtechniques).InstructionalDesignThe1970s13InstructionalDesignThe1980s-IntroductionofPersonalComputersintotheDesignProcesslittleevolutionofIDinschoolsorhighereducationpersonalcomputerasanewtool:PLATO(ProgrammedLogicforAutomaticTeachingOperation)growinginterestinhowcognitivepsychologycanbeappliedtoinstructionaldesign.Inthelate1980sandthroughoutthe1990scognitiveloadtheorybegantofindempiricalsupportforavarietyofpresentationtechniques.InstructionalDesignThe1980s14InstructionalDesignThe1990s-AGrowingInterestinConstructivistTheoryandtheImportanceofPerformanceConstructivists:learningexperiencesshouldbe“authentic”andproducereal-worldlearningenvironmentsthatallowthelearnertoconstructtheirownknowledge.therecognitionofperformanceimprovementasbeinganimportantoutcomeoflearningthatneededtobeconsideredduringthedesignprocess.TheWorldWideWeb:apotentialonlinelearningtool.InstructionalDesignThe1990s15InstructionalDesignThe2000s-RiseoftheInternetandOnlineLearningTheInternet:verypopulartoolforonlinelearningagreatincreaseinthenumberofonlinecoursesofferedbyhighereducationinstitutions.Technology:providingmoreauthenticandrealisticlearningexperiences.InstructionalDesignThe2000s16InstructionalDesign2010andforwardTheinfluenceofe-toolscontinuestogrowandhasseeminglyencouragedthegrowthofinformallearningthroughoutaperson’slifetime.Thechallengeforinstructionaldesignersishowtocreatelearningopportunitiesthatnowmayoccuranywhereandanytime.InstructionalDesign2010andf17InstructionalDesignInstructionalMediaEraMedia1900sVisualmedia1914-1923Visualmediafilms,Slides,PhotographerMid1920sto1930sRadiobroadcasting,Soundrecordings,SoundmotionpicturesWorldWarIITrainingfilms,Overheadprojector,Slideprojector,Audioequipment,SimulatorsandtrainingdevicesPostWorldWarIICommunicationmedium1950stomid-1960sTelevision1950s-1990sComputerInstructionalDesignInstructio18InstructionalDesign2.CognitiveloadtheoryandthedesignofinstructionCognitiveloadtheorydevelopedoutofseveralempiricalstudiesoflearners,astheyinteractedwithinstructionalmaterials.Swellerandhisassociatesbegantomeasuretheeffectsofworkingmemoryload,andfoundthattheformatofinstructionalmaterialshasadirecteffectontheperformanceofthelearnersusingthosematerials.InstructionalDesign2.Cogniti19InstructionalDesign3.Gagné'sTheoryofInstruction

Synthesizingideasfrombehaviorismandcognitivism,Gagnéprovidesacleartemplate,whichiseasytofollowfordesigninginstructionalevents.InstructionaldesignerswhofollowGagné'stheorywilllikelyhavetightlyfocused,efficientinstruction.InstructionalDesign3.Gagné's20InstructionalDesignInstructionalDesign21InstructionalDesignAtaxonomyofLearningOutcomes

CognitiveDomainVerbalinformation-isstatedIntellectualskills-labelorclassifytheconceptsIntellectualskills-toapplytherulesandprinciplesIntellectualskills-problemsolvingallowsgeneratingsolutionsorproceduresCognitivestrategies-areusedforlearningAffectiveDomainAttitudes-aredemonstratedbypreferringoptionsPsychomotorDomainMotorskills-enablephysicalperformanceInstructionalDesignAtaxonomy22InstructionalDesign4.Learningdesign

"thedescriptionoftheteaching-learningprocessthattakesplaceinaunitoflearning(eg,acourse,alessonoranyotherdesignedlearningevent)".AssummarizedbyBritain,learningdesignmaybeassociatedwith:TheconceptoflearningdesignTheimplementationoftheconceptmadebylearningdesignspecificationslikePALO,IMSLearningDesign,LDL,SLD2.0,etc...ThetechnicalrealisationsaroundtheimplementationoftheconceptlikeTELOS,RELOADLD-Author,etc.InstructionalDesign4.Learnin23InstructionalDesign5.InstructionalmodelsADDIEprocessRapidprototyping(快速成型)DickandCareyInstructionalDevelopmentLearningSystem(IDLS)InstructionalDesign5.Instruc24InstructionalDesign5.1ADDIEprocess

PerhapsthemostcommonmodelusedforcreatinginstructionalmaterialsistheADDIEModel.Thisacronymstandsforthe5phasescontainedinthemodel(Analyze,Design,Develop,Implement,andEvaluate).InstructionalDesign5.1ADDIE25InstructionalDesignInstructionalDesign26InstructionalDesign5.2TheDickandCareySystemsApproachModelThemodelwasoriginallypublishedin1978byWalterDickandLouCareyintheirbookentitledTheSystematicDesignofInstruction.InstructionalDesign5.2TheDi27InstructionalDesignThemodeladdressesinstructionasanentiresystem,focusingontheinterrelationshipbetweencontext,content,learningandinstruction.AccordingtoDickandCarey,"Componentssuchastheinstructor,learners,materials,instructionalactivities,deliverysystem,andlearningandperformanceenvironmentsinteractwitheachotherandworktogethertobringaboutthedesiredstudentlearningoutcomes".InstructionalDesignThemodel28InstructionalDesigncomponentsofthisModel:IdentifyInstructionalGoalConductInstructionalAnalysisAnalyzeLearnersandContextsWritePerformanceObjectivesDevelopAssessmentInstrumentsDevelopInstructionalStrategyDesignandConductFormativeEvaluationofInstructionReviseInstructionDesignandConductSummativeEvaluationInstructionalDesigncomponents29InstructionalDesign5.3InstructionalDevelopmentLearningSystem(IDLS)

Themodelwasoriginallypublishedin1970byPeterJ.Esseff,PhDandMarySullivanEsseff,PhDintheirbookentitledIDLS—ProTrainer1:HowtoDesign,Develop,andValidateInstructionalMaterials.InstructionalDesign5.3Instru30InstructionalDesigncomponentsoftheIDLSModel:DesignaTaskAnalysisDevelopCriterionTestsandPerformanceMeasuresDevelopInteractiveInstructionalMaterialsValidatetheInteractiveInstructionalMaterialsInstructionalDesigncomponents31InstructionalDesign6.MotivationalDesignMotivationisdefinedasaninternaldrivethatactivatesbehaviorandgivesitdirection.Thetermmotivationtheoryisconcernedwiththeprocessthatdescribewhyandhowhumanbehaviorisactivatedanddirected.InstructionalDesign6.Motivat32InstructionalDesignTheARCSModelofMotivationalDesigncreatedbyJohnKellerbasedonTolman'sandLewin'sexpectancy-valuetheory,whichpresumesthatpeoplearemotivatedtolearnifthereisvalueintheknowledgepresented(i.e.itfulfillspersonalneeds)andifthereisanoptimisticexpectationforsuccess.fourmainareas:Attention,Relevance,Confidence,andSatisfaction.InstructionalDesignTheARCSM33InstructionalDesignReview:Conceptof“instructionaldesign”Developmentofinstructionaldesign(includinginstructionalmedia)Gagne’stheoryofinstructionInstructionalmodelsMotivationaldesignInstructionalDesignReview:34InstructionalDesignFurtherthought:Instructionaldesignvs.curriculumdesignInstructionaldesignvs.teachingplanInstructionaldesignvs.instructionaltechnologyInstructionalDesignFurtherth35InstructionalDesignHomeworkWhatisa“task”intask-basedinstruction?InstructionalDesignHomework36InstructionalDesignInstructionalDesign37InstructionalDesignInstructionalDesign38《英語教學(xué)設(shè)計(jì)理論與實(shí)踐》

——任務(wù)型教學(xué)設(shè)計(jì)主講：尹國杰（副教授）2013年3月20日星期三《英語教學(xué)設(shè)計(jì)理論與實(shí)踐》

——任務(wù)型教學(xué)設(shè)計(jì)主講：尹國杰39InstructionalDesign“Design”ofteaching?InstructionalDesign“Design”o40InstructionalDesigndesignscientificartisticInstructionalDesigndesignscie41InstructionalDesignWhatisinstructionaldesign?thepracticeofcreating"instructionalexperienceswhichmaketheacquisitionofknowledgeandskillmoreefficient,effective,andappealing."InstructionalDesignWhatisin42InstructionalDesign1.Developmentofinstructionaldesign:1940’s-TheOriginsofInstructionalDesign,WorldWarII1946–EdgarDale’sConeofExperienceMid-1950sthroughmid-1960s-TheProgrammedInstructionMovementEarly1960s-TheCriterion-ReferencedTestingMovement1965-DomainsofLearning,EventsofInstruction,andHierarchicalAnalysis1967-FormativeEvaluationThe1970s-GrowingofInterestintheSystemsApproachThe1980s-IntroductionofPersonalComputersintotheDesignProcessThe1990s-AGrowingInterestinConstructivistTheoryandtheImportanceofPerformanceThe2000s-RiseoftheInternetandOnlineLearning2010andforwardInstructionalDesign1.Develop43InstructionalDesign1940’s-TheOriginsofInstructionalDesign,WorldWarIIDuringthewaraconsiderableamountoftrainingmaterialsforthemilitaryweredevelopedbasedontheprinciplesofinstruction,learning,andhumanbehavior.Testsforassessingalearner’sabilitieswereusedtoscreencandidatesforthetrainingprograms.Afterthesuccessofmilitarytraining,psychologistsbegantoviewtrainingasasystem,anddevelopedvariousanalysis,design,andevaluationprocedures.InstructionalDesign1940’s-T44InstructionalDesignInstructionalDesign45InstructionalDesignMid-1950sthroughmid-1960s-TheProgrammedInstructionMovementSkinner:effectiveinstructionalmaterialsshouldincludesmallsteps,frequentquestions,immediatefeedback,andallowself-pacing.RobertMager:howtowriteobjectivesincludingdesiredbehavior,learningcondition,andassessment.BenjaminBloom:taxonomyofthreedomainsoflearning:Cognitive,PsychomotorandAffective.InstructionalDesignMid-1950s46InstructionalDesignInstructionalDesign47InstructionalDesignEarly1960s-TheCriterion-ReferencedTestingMovementRobertGlaser:firstuseroftheterm“criterion-referencedmeasures”in1962.acriterion-referencedtestisdesignedtotestanindividual'sbehaviorinrelationtoanobjectivestandardInstructionalDesignEarly196048InstructionalDesign1965-DomainsofLearning,EventsofInstruction,andHierarchicalAnalysisRobertGagne:fivedomainsoflearningoutcomesandnineeventsofinstructionin“TheconditionsofLearning(1965).Gagne’sworkinlearninghierarchiesandhierarchicalanalysisledtoanimportantnotionininstruction–toensurethatlearnersacquireprerequisiteskillsbeforeattemptingsuperordinate’sones.InstructionalDesign1965-Dom49InstructionalDesign1967-FormativeEvaluationMichaelScriven:theneedforformativeassessment–e.g.,totryoutinstructionalmaterialswithlearners(andreviseaccordingly)beforedeclaringthemfinalized.InstructionalDesign1967-For50InstructionalDesignThe1970s-GrowingofInterestintheSystemsApproachManyinstructionaldesigntheoristsbegantoadoptaninformation-processing-basedapproachtothedesignofinstruction.DavidMerrillforinstancedevelopedComponentDisplayTheory(CDT),whichconcentratesonthemeansofpresentinginstructionalmaterials(presentationtechniques).InstructionalDesignThe1970s51InstructionalDesignThe1980s-IntroductionofPersonalComputersintotheDesignProcesslittleevolutionofIDinschoolsorhighereducationpersonalcomputerasanewtool:PLATO(ProgrammedLogicforAutomaticTeachingOperation)growinginterestinhowcognitivepsychologycanbeappliedtoinstructionaldesign.Inthelate1980sandthroughoutthe1990scognitiveloadtheorybegantofindempiricalsupportforavarietyofpresentationtechniques.InstructionalDesignThe1980s52InstructionalDesignThe1990s-AGrowingInterestinConstructivistTheoryandtheImportanceofPerformanceConstructivists:learningexperiencesshouldbe“authentic”andproducereal-worldlearningenvironmentsthatallowthelearnertoconstructtheirownknowledge.therecognitionofperformanceimprovementasbeinganimportantoutcomeoflearningthatneededtobeconsideredduringthedesignprocess.TheWorldWideWeb:apotentialonlinelearningtool.InstructionalDesignThe1990s53InstructionalDesignThe2000s-RiseoftheInternetandOnlineLearningTheInternet:verypopulartoolforonlinelearningagreatincreaseinthenumberofonlinecoursesofferedbyhighereducationinstitutions.Technology:providingmoreauthenticandrealisticlearningexperiences.InstructionalDesignThe2000s54InstructionalDesign2010andforwardTheinfluenceofe-toolscontinuestogrowandhasseeminglyencouragedthegrowthofinformallearningthroughoutaperson’slifetime.Thechallengeforinstructionaldesignersishowtocreatelearningopportunitiesthatnowmayoccuranywhereandanytime.InstructionalDesign2010andf55InstructionalDesignInstructionalMediaEraMedia1900sVisualmedia1914-1923Visualmediafilms,Slides,PhotographerMid1920sto1930sRadiobroadcasting,Soundrecordings,SoundmotionpicturesWorldWarIITrainingfilms,Overheadprojector,Slideprojector,Audioequipment,SimulatorsandtrainingdevicesPostWorldWarIICommunicationmedium1950stomid-1960sTelevision1950s-1990sComputerInstructionalDesignInstructio56InstructionalDesign2.CognitiveloadtheoryandthedesignofinstructionCognitiveloadtheorydevelopedoutofseveralempiricalstudiesoflearners,astheyinteractedwithinstructionalmaterials.Swellerandhisassociatesbegantomeasuretheeffectsofworkingmemoryload,andfoundthattheformatofinstructionalmaterialshasadirecteffectontheperformanceofthelearnersusingthosematerials.InstructionalDesign2.Cogniti57InstructionalDesign3.Gagné'sTheoryofInstruction

Synthesizingideasfrombehaviorismandcognitivism,Gagnéprovidesacleartemplate,whichiseasytofollowfordesigninginstructionalevents.InstructionaldesignerswhofollowGagné'stheorywilllikelyhavetightlyfocused,efficientinstruction.InstructionalDesign3.Gagné's58InstructionalDesignInstructionalDesign59InstructionalDesignAtaxonomyofLearningOutcomes

CognitiveDomainVerbalinformation-isstatedIntellectualskills-labelorclassifytheconceptsIntellectualskills-toapplytherulesandprinciplesIntellectualskills-problemsolvingallowsgeneratingsolutionsorproceduresCognitivestrategies-areusedforlearningAffectiveDomainAttitudes-aredemonstratedbypreferringoptionsPsychomotorDomainMotorskills-enablephysicalperformanceInstructionalDesignAtaxonomy60InstructionalDesign4.Learningdesign

"thedescriptionoftheteaching-learningprocessthattakesplaceinaunitoflearning(eg,acourse,alessonoranyotherdesignedlearningevent)".AssummarizedbyBritain,learningdesignmaybeassociatedwith:TheconceptoflearningdesignTheimplementationoftheconceptmadebylearningdesignspecificationslikePALO,IMSLearningDesign,LDL,SLD2.0,etc...ThetechnicalrealisationsaroundtheimplementationoftheconceptlikeTELOS,RELOADLD-Author,etc.InstructionalDesign4.Learnin61InstructionalDesign5.InstructionalmodelsADDIEprocessRapidprototyping(快速成型)DickandCareyInstructionalDevelopmentLearningSystem(IDLS)InstructionalDesign5.Instruc62InstructionalDesign5.1ADDIEprocess

PerhapsthemostcommonmodelusedforcreatinginstructionalmaterialsistheADDIEModel.Thisacronymstandsforthe5phasescontainedinthemodel(Analyze,Design,Develop,Implement,andEvaluate).InstructionalDesign5.1ADDIE63InstructionalDesignInstructionalDesign64InstructionalDesign5.2TheDickandCareySystemsApproachModelThemodelwasoriginallypublishedin1978byWalterDickandLouCareyintheirbookentitledTheSystematicDesignofInstruction.InstructionalDesign5.2TheDi65InstructionalDesignThemodeladdressesinstructionasanentiresystem,focusingontheinterrelationshipbetweencontext,content,learningandinstruction.AccordingtoDickandCarey,"Componentssuchastheinstructor,learners,materials,instructionalactivities,deliverysystem,andlearningandperformanceenvironmentsinteractwitheachotherandworktogethertobringaboutthedesiredstudentlearningoutcomes".InstructionalDesignThemodel66InstructionalDesigncomponentsofthisModel:IdentifyInstru