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时至今日,技术对美国基础教育的影响甚微,鉴于此,美国教育部及技术界领导人士近年来力主将技术与学校教学两者予以整合。这场“技术整合”运动主要还是聚焦于如何运用技术来支持当今学校已经采用的各种教学方式。然而,如果我们想要找到技术能够“转换”现有教学方式的新路径,也许应该迈出更大的步伐。 相似文献
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This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized. 相似文献
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适应后工业时代教育与培训体制的教学理论应该体现一种"因人而异"和"生本中心"的性质,依据每一个学习者的学习进步而不是学习年限或者时间多少来对教育与培训效能作出评估。需要讨论的主题涉及了:(1)通用教学方法的特征;(2)情境教学方法的特征;(3)后工业时代教学范式的核心理念;(4)任务型教学的价值及其存在的问题;(5)后工业时代教育与培训体制的教学理论之愿景;(6)教师、学习者和技术等在新范式中各自的作用。 相似文献
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Knowledge building for use of the internet in education 总被引：1，自引：0，他引：1
Instructional Science - The purpose of this commentary is not so much to critique the studiesin this special issue as to stimulate deeper thinking and dialogueabout the issues raised by these... 相似文献
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认知教学设计理论比较框架 总被引：1，自引：0，他引：1
认知领域的学习一直是教育研究的热点，不断有新的教学设计理论和模型出现。该提出了一个比较认知教学设计模型的框架，包含学习类型、学习控制、学习焦点、学习分组、学习交互、学习支持几个维度，可以用来作为理解各种教学设计模型的工具. 相似文献
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Dabae Lee Yeol Huh Chun-Yi Lin Charles M. Reigeluth 《Educational technology research and development : ETR & D》2018,66(5):1269-1302
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment. 相似文献