Dick-carey教学设计模型
2011-11-24 22:33阅读：
A systematic process of answering the
questions above through identifying an instructional goal,
analyzing the audience and their needs, developing instruction to
meet those needs, and evaluating the instruction.
Dick-carey是一个回答上面的问题，确定教学目标，分析观众和他们的需求，开发指令并满足他们的需求，并且评估一个系统的过程。
Stage 1. Instructional Goals
* Instructional Goal: Desirable state of affairs by
instruction
* Needs Analysis : Analysis of a discrepancy between an
instructional goal and the present state of affairs or a personal
perception of needs.
Stage 2. Instructional Analysis
* Purpose : To determine the skills involved in
reaching a goal
* Task Analysis (procedural analysis) : about the product of which
would be a list of steps and the skills used at each step in the
procedure
* Information-Processing Analysis : about the mental operations
used by a person who has learned
a complex skills
* Learning-Task Analysis : about the objectives of instruction that
involve intellectual skills
Stage 3. Entry Behaviors and Learner
Characteristics* Purpose : To determine which
of the required enabling skills the learners bring to the learning
task
* Intellectual skills
* Abilities such as verbal comprehension and spatial
orientation
* Traits of personality
Stage 4. Performance Objectives
* Purpose : To translate the needs and goals into
specific and detailed objectives
* Functions : Determining whether the instruction related to its
goals.
Focusing the lesson planning upon
appropriate conditions of learning
Guiding the development of measures of
learner performance
Assisting learners in their study
efforts.
Stage 5. Criterion-Referenced Test
Items
*To diagnose an individual possessions of the
necessary prerequisites for learning new skills
*To check the results of student learning during the process of a
lesson
*To provide document of students progress for parents or
administrators
*Useful in evaluating the instructional system itself (Formative/
Summative evaluation)
*Early determination of performance measures before development of
lesson plan and instructional materials
Stage 6. Instructional Strategy
* Purpose : To outline how instructional activities
will relate to the accomplishment of the objectives
*The best lesson design : Demonstrating knowledge about the
learners, tasks reflected in the objectives, and effectiveness of
teaching strategies
e.g. Choice of delivering system.
Teacher-led, Group-paced vs.
Learner-centered, Learner-paced
Stage 7. Instructional Meterials
* Purpose : To select printed or other media
intended to convey events of instruction.
* Use of existing materials when it is possible
* Need for development of new materials, otherwise
* Role of teacher : It depends on the choice of delivery
system
Stage 8. Formative Evaluation
* Purpose : To provide data for revising and
improving instructional materials
* To revise the instruction so as to make it as effective as
possible for larger number of students
* One on One : One evaluator sitting with one learner to
interview
* Small Group
* Field Trial
Stage 9. Summative Evaluation
* Purpose : To study the effectiveness of system as
a whole
* Conducted after the system has passed through its formative
stage
* Small scale/ Large Scale
* Short period/ Long period
这种教学设计模型共分为了九个阶段:第一阶段:教学目的。目的在这里被定义为一种理想的事态。这一阶段中设计者先明确自己的教学所要达到什么样的理想状态。
第二阶段:教学分析。首先是确定达到终点目的所需要什么样的技能,其次是要确定学生是否具备这些须用的技能,然后揭示使能目标并决定教学顺序。第三阶段:起点行为和学生的特征。这一步常与上一阶段信息加工分析同步进行。这一阶段的目的是确定学生具备的技能,从而根据不同的学生选择不同的教学起点。第四阶段;作业目标。这是一个承上启下的阶段。设计者将教学的需要和目的进一步转化为作业目标。因为作业目标才是可观察、可测量的行为陈述,这才能为下面阶段设计提供可能。第五阶段:标准参照的测验项目。测验的目的是要确定学生是否习得了所需要的技能。成绩评估因用途不同分为两种,形成性评价和总结性评价。前者是通过数据以改进教学为目的的评价,后者是在计划以最后形式确定后对整个教程的成功和价值的评估。第六阶段:教学策略。加涅认为教学策略是帮助学生以自己的努力达到计划。它常表现为教师编写的课时计划。这一阶段教师必须能够将所要学的知识、教学设计理论和自己对学生和目标学习的经验三者有机融合为一体。第七阶段;教学材料。这里的材料指用于传递教学事件的印刷物或者其他各种形式的媒体。教学材料是帮助教师达成教学目的的重要手段。选择和开发材料是教师进行教学设计工作的重要部分。第八阶段:形成性评价。这一步骤的目的是为修改和改进教学提供数据,以便让教学尽可能地对最大量的学生有效。第九阶段:总结性评价。将系统看作一个整体,对其效果的研究就被称为总结性评价。它是在系统进行了形成性评价之后,对其广泛应用之后的综合评价。由上可见,在这整个模型中,各阶段的功能可分为三类:
(1) 鉴别教学的结果; (2) 发展教学; (3)
评价教学效果。如果是针对整个教育系统制定教学计划,考虑的因素就更多。
