共查询到20条相似文献，搜索用时 203 毫秒
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本文结合“Web程序设计”课程特点,讨论项目驱动教学所存在的问题。提出了以原型框架系统辅助教学的方法。进一步阐述原型框架系统对任务驱动法、学导式教学与案例法等其他多种教学方法的辅助作用。最后,总结了应用原型框架系统的教学注意事项。 相似文献
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一种基于教学软件的改进原型法开发模型的研究 总被引：1，自引：0，他引：1
余久久 《赤峰学院学报(自然科学版)》2010,26(9):20-22
文章根据教学软件的特点,在分析了采用传统原型法开发模型过程中所遇到问题的基础上,提出了一种基于教学软件的改进原型法开发模型．该模型把教学设计与系统设计两个层面做为两个并行开发的子原型,嵌入到教学软件的原型开发模型中．从而使教学软件的开发过程更好的符合教学规律与教学策略,提高开发质量． 相似文献
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课程形态与要素始终处于变化之中,因而课程设计本质上是一个动态和复杂的过程,特别是外语课程设计的研究与实践之间长期存在相互脱节的问题。对基于设计的研究范式和快速原型法的设计思想的分析发现,整合了设计研究方法和快速原型法的外语课程快速设计方法模型可为研究者和教师提供课程设计的一般过程指导框架,为在特定的情境中灵活进行课程设计提供参考,从而能够在提高外语课程设计效率的同时为设计实践与研究之间架起一座桥梁,为实现课程设计领域的持续革新做出努力。 相似文献
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反求设计与快速原型技术在现代制造活动中发挥着越来越重要的作用。以汽车曲面模型为对象,论述了反求设计与快速原型一体化制造的工艺过程、关键技术,为产品的快速创新设计和制造提供新的思路。 相似文献
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本文在分析了传统的方法用于多媒体CAI课件开发的缺点之后,提出了快速原型法用于CAI课件的设计与制作,并详细地介绍了此方法的关键技术。 相似文献
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郭琦 《柳州职业技术学院学报》2007,7(2):43-46
根据高职服装教学中服装原型制图的教学目标,分析出原型制图法的原理,并从实践教学中总结出原型整体应用的基本变化规律,采取理论和实践两个教学体系,结合服装市场使服装原型制图的教学适应新的社会发展需要. 相似文献
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分析当前快速原型制造系统中采用的ＳＴＬ数据模型的结构, 针对其缺陷提出了一种新型的数据模型, 弥补了ＳＴＬ 数据模型缺乏几何拓扑信息, 冗余数据量大等不足, 并在新的模型的设计中引入空间分割的概念, 提高了快速原型制造的效率。 相似文献
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针对dSPACE在自动化领域日益增长的应用需求,面向控制学科研究生实践能力培养,设计了一套以"基于dSPACE的控制系统快速原型设计与硬件在回路仿真技术"为主要教学内容的实践课程。该课程由课堂讲授、入门实验与应用实验3个依次衔接的环节构成,旨在通过讲授与实践,使学生了解dSPACE的两个主要应用范畴(RCP与HILS)及软硬件体系,熟练掌握dSPACE软硬件开发环境及其设计流程,并初步用于典型应用的控制快速原型设计与硬件在回路仿真。经过2年的教学实践,表明该课程内容安排合理、环节设计循序渐进、难易适中,知识点涵盖全面,对不同基础的学生具有较好的适应性。 相似文献
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Rapid prototyping: An alternative instructional design strategy 总被引：1，自引：15，他引：1
Steven D. Tripp Barbara Bichelmeyer 《Educational technology research and development : ETR & D》1990,38(1):31-44
There is a design methodology calledrapid prototyping which has been used successfully in software engineering. Given the similarities between software design and instructional design, we argue that rapid prototyping is a viable model for instructional design, especially for computer-based instruction. Additionally, we argue that recent theories of design offer plausible explanations for the apparent success of rapid prototyping in software design. Such theories also support the notion that rapid prototyping is appropriate for instructional design. We offer guidelines for the use of rapid prototyping and list possible tradeoffs in its application. 相似文献
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The Advanced Instructional Design Advisor is an Air Force project which involves the development and testing of automated instructional design guidance for use by Air Force technical training specialists in the development of computer-based training (CBT). This paper discusses the particular structure of an experimental instructional design advisor and how it has and will be used as a research platform to guide future efforts in automating instructional design. The experimental system described makes use of automated instructional strategies which can be systematically altered along a number of dimensions (e.g., amount of learner control, use of qualitative feedback during practice, etc.). Such a tool is essential to conduct research in this area, and has the added benefit of facilitating the rapid prototyping of CBT. 相似文献
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Mark K. Jones Zhongmin Li M. David Merrill 《Educational technology research and development : ETR & D》1992,40(4):95-100
In this article the impact of the tools being developed as part of the Second Generation Instructional Design (ID2) Research Program on the process of instructional design is described. ID2 supports rapid prototyping as a design and development process. Rapid prototyping is described and contrasted with the instructional
systems development (ISD) process.
This article is based on research supported by Utah State University, Human Technology Inc., and the U.S. Office of Personnel
Management. 相似文献
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As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. 相似文献
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介绍了模具及其零件在制造过程中对周期与成本要求的特点,分析了快速成型技术制造模具零件的实现方法与优越性,并以制件充电器盒为例说明了该工艺的具体应用,对其他制件的模具零件快速成型制造具有一定的参考价值. 相似文献
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Stephen C. Yanchar Melissa Hawkley 《Educational technology research and development : ETR & D》2014,62(3):271-291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered. 相似文献
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Margaret A. Roytek 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):170-180
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes. 相似文献
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论教学设计的设计定位及其决策循环特征 总被引：1，自引：0，他引：1
从设计的视角探究教学设计的内涵与特点,一直不被教学设计研究者所重视,这一现象到上个世纪90年代开始有所改观。在借鉴建筑学、工程学等设计学科一般特征的基础上,洞悉教学设计的设计定位、内涵,构成了如乔纳森、罗兰德等一些著名学者的基本研究思路。本文在跟踪与梳理国际已有研究的基础上,对教学设计的设计定位及其决策循环特征进行了分析与解读,以期为我国学者在这一领域的深入研究构建基础。 相似文献
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Wei-Chen Hung Thomas J. Smith Marian S. Harris James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80
This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software
engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a
proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development
data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods.
Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way
to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served
as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c)
the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data
useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies
and their possible corrective actions are also reported and discussed. 相似文献