MindMap Gallery Definition and connotation of teaching system design
This is a mind map about the definition and connotation of teaching system design. Teaching is a series of events that affect learners in a way that promotes learning, and teaching system design is a process of systematically planning the teaching system.
Edited at 2024-04-06 12:24:25This is a flowchart illustrating the process of archiving monthly failure analysis reports and tracking the implementation of improvement measures. The diagram is structured into five main steps, each with specific tasks and sub-tasks.Monthly Report Collection & Organization: This step involves collecting failure analysis reports from various departments, reviewing them for completeness, and categorizing them by product, failure mode, and severity. Root Cause Analysis & Statistics: Here, the focus is on categorizing causes, analyzing trends, identifying root causes, and compiling statistics on high-frequency failure modes and key components. Improvement Measure Formulation & Assignment: This step includes formulating improvement measures, assigning responsibilities, and setting timelines for implementation.Measure Implementation Tracking & Verification: It involves tracking the progress of implementation, verifying effectiveness, and confirming issue closure.Knowledge Base Update & Monthly Report Output: The final step covers archiving reports, updating the knowledge base, and compiling monthly summaries.This template can be easily reused and adapted using tools like EdrawMind to suit different organizational needs.
This is a timeline infographic detailing the annual product certification acquisition countdown process, structured into four sequential phases. The first phase, Certification Planning & Initiation, encompasses goal setting, timeline planning, resource preparation, defining specific certification objectives such as CCC/CE/FCC, formulating an annual plan with key milestones, and allocating necessary budget, personnel, and sample resources. Following this, the Application & Testing Phase involves material submission, coordination with certification agencies, core testing procedures, preparation of technical documents, application forms, and samples, selection of the appropriate certification agency, and execution of critical safety, EMC, and RF tests. The subsequent Rectification & Acquisition Phase focuses on addressing and rectifying any identified issues, re-verification processes, acquisition of the certificate, analysis of test issues, implementation of necessary fixes, and modification of samples for supplemental testing. Finally, the Countdown Monitoring phase emphasizes tracking progress, managing risks, monitoring remaining days and key milestones, managing time, technical, and cost risks, and maintaining effective internal and external communication throughout the process. This comprehensive template can be readily reused and adapted using tools like EdrawMind to meet diverse organizational requirements.
This is a flowchart detailing the weekly update and review plan for technical documents. The process is divided into six main stages, each with specific tasks and responsibilities. It begins with Weekly Planning, where the document scope is defined, update objectives are set, and schedules are arranged. Next, Document Updates involve maintaining various documents such as hardware design documents, test specifications, and BOM tables, alongside version control and archiving. Internal Review Preparation follows, focusing on compiling review materials, identifying participants, and setting agendas. The Review Meeting stage includes document examination, problem discussion, decision recording, and responsibility allocation. After the meeting, Review Feedback Processing takes place, involving issue tracking, document modification, quality checks, and closure verification. Finally, Output Deliverables are prepared, including official release versions, release notifications, review reports, and plans for the next week. This structured approach ensures systematic and efficient management of technical documents, and the template can be easily adapted using tools like EdrawMind.
This is a flowchart illustrating the process of archiving monthly failure analysis reports and tracking the implementation of improvement measures. The diagram is structured into five main steps, each with specific tasks and sub-tasks.Monthly Report Collection & Organization: This step involves collecting failure analysis reports from various departments, reviewing them for completeness, and categorizing them by product, failure mode, and severity. Root Cause Analysis & Statistics: Here, the focus is on categorizing causes, analyzing trends, identifying root causes, and compiling statistics on high-frequency failure modes and key components. Improvement Measure Formulation & Assignment: This step includes formulating improvement measures, assigning responsibilities, and setting timelines for implementation.Measure Implementation Tracking & Verification: It involves tracking the progress of implementation, verifying effectiveness, and confirming issue closure.Knowledge Base Update & Monthly Report Output: The final step covers archiving reports, updating the knowledge base, and compiling monthly summaries.This template can be easily reused and adapted using tools like EdrawMind to suit different organizational needs.
This is a timeline infographic detailing the annual product certification acquisition countdown process, structured into four sequential phases. The first phase, Certification Planning & Initiation, encompasses goal setting, timeline planning, resource preparation, defining specific certification objectives such as CCC/CE/FCC, formulating an annual plan with key milestones, and allocating necessary budget, personnel, and sample resources. Following this, the Application & Testing Phase involves material submission, coordination with certification agencies, core testing procedures, preparation of technical documents, application forms, and samples, selection of the appropriate certification agency, and execution of critical safety, EMC, and RF tests. The subsequent Rectification & Acquisition Phase focuses on addressing and rectifying any identified issues, re-verification processes, acquisition of the certificate, analysis of test issues, implementation of necessary fixes, and modification of samples for supplemental testing. Finally, the Countdown Monitoring phase emphasizes tracking progress, managing risks, monitoring remaining days and key milestones, managing time, technical, and cost risks, and maintaining effective internal and external communication throughout the process. This comprehensive template can be readily reused and adapted using tools like EdrawMind to meet diverse organizational requirements.
This is a flowchart detailing the weekly update and review plan for technical documents. The process is divided into six main stages, each with specific tasks and responsibilities. It begins with Weekly Planning, where the document scope is defined, update objectives are set, and schedules are arranged. Next, Document Updates involve maintaining various documents such as hardware design documents, test specifications, and BOM tables, alongside version control and archiving. Internal Review Preparation follows, focusing on compiling review materials, identifying participants, and setting agendas. The Review Meeting stage includes document examination, problem discussion, decision recording, and responsibility allocation. After the meeting, Review Feedback Processing takes place, involving issue tracking, document modification, quality checks, and closure verification. Finally, Output Deliverables are prepared, including official release versions, release notifications, review reports, and plans for the next week. This structured approach ensures systematic and efficient management of technical documents, and the template can be easily adapted using tools like EdrawMind.
Introduction
Overview of Teaching System Design
The meaning of teaching system design
Gagne
Teaching is a series of events that influence learners in a way that promotes learning, while teaching system design is a process of systematically planning the teaching system.
Kemp
Teaching system design is a systematic planning process that uses systematic methods to analyze and study the problems and needs of the interconnected parts of the teaching process, establish methods and steps to solve them, and then evaluate the teaching results.
Smith
Teaching system design refers to the systematic process of using systematic methods to transform the principles of learning theory and teaching theory into specific plans for teaching materials, teaching activities, information resources and evaluation.
Merrill
Teaching is a science, and teaching system design is a technology based on the solid foundation of teaching science. Therefore, teaching system design can also be considered a scientific technology.
The purpose of teaching system design is to create and develop learning experiences and learning environments that promote learners to master these knowledge and skills.
Parton
Teaching system design is the process of planning solutions to subject performance problems
He Kekang
Teaching system design is a systematic process that uses systematic methods to transform the principles of learning theory and teaching theory into specific plans for teaching objectives, teaching conditions, teaching methods, teaching evaluation and other teaching links.
Teaching system design is mainly to promote learners' learning as the fundamental purpose, to use systematic methods, teaching strategies, teaching evaluation and other links to make specific plans, and to create an effective "process" or "program" of the teaching and learning system.
The origin and development process of teaching system design
1900
Dewey proposed the establishment of a "bridge subject" that connects learning theory and teaching practice.
Mid-20C50s ~ mid-20C60s
The program teaching movement is an important event in the development of teaching system design.
Mid-20C50s
Behaviorism developed rapidly. As a representative of behaviorist learning theory, Skinner proposed the stimulus-response theory and applied it to teaching practice. In 1954, he published "The Science of Learning and the Art of Teaching"
Heineke, procedural teaching is attributed to those who introduced a systematic approach to education. By analyzing teaching content and breaking it down into clear behavioral goals, designing the necessary steps required to achieve the goals, and evaluating the effects, procedural teaching successfully created A small but effective individualized teaching system----Teaching Technology
Early 20C60s
The criterion-referenced testing movement has made great contributions to the development of instructional system design theory.
After the 1970s
Many research results of cognitive psychology have also been absorbed into the design of teaching systems, and cognitive learning theory has gradually become the dominant idea.
Characteristics of teaching system design
The systematic nature of teaching system design
Teaching system design first examines education and teaching itself as an overall system, and uses systematic methods to design, develop, operate and manage
Design, implement and evaluate the teaching system as a whole to make it a system with optimal functions
The theory and creativity of teaching system design
Teaching system design is a combination of theory and creativity. In practice, teaching system design must be based on teaching system design theory, and theory cannot be regarded as dogma. Instead, teaching system design theory should be creatively used and developed in practice.
Planning and flexibility in the teaching system design process
The teaching system design process has certain patterns. These patterns are often represented by linear procedures of flow charts, and the teaching system design needs to be carried out according to the established link process. However, according to the perspective of systems theory, the relationship between these elements is non-linear, affects and complements each other.
The specificity of teaching system design
Teaching system design is a theory and method developed to solve specific problems in teaching, that is, to form a teaching system that optimizes learning by solving practical problems that exist in actual teaching.
The significance of teaching system design
Conducive to the combination of teaching theory and teaching practice
It is conducive to the scientificization of teaching work and promotes the rapid growth of young teachers.
Conducive to the cultivation of scientific thinking habits and abilities
It is conducive to the continuous deepening of the application of modern educational technology and promotes the development of educational technology.
The subject nature of teaching system design
Teaching system design is an application A bridge subject with strong characteristics
Teaching system design is an emerging branch discipline in the huge educational science system. It is an applied science and plays a role in connecting multiple disciplines such as learning theory, teaching theory, system science, communication and information theory, management and engineering theory, etc.
In order to pursue the optimization of teaching effects, teaching system design not only cares about how to teach, but also cares about how learners learn. Therefore, in the process of systematically analyzing and solving teaching problems, attention should be paid to human research results and theories on teaching and learning, as well as communication studies The theory is comprehensively applied to teaching practice, thereby closely connecting the theory of teaching and learning with teaching practice activities, so it is a bridge connecting basic theory and practice.
As an applied discipline, teaching system design continuously tests and develops the theory of teaching and learning in its scientific practice. Therefore, many educational psychologists are dedicated to studying teaching system design and become experts in teaching system design.
In addition, the theories and methods of teaching system design themselves are also very operational and practical, and are specially used to analyze and solve practical teaching problems.
Teaching system design is a prescriptive theoretical disciplines
Theories can be divided into two categories according to their nature: descriptive theories and prescriptive theories.
Descriptive theory reveals the objective laws of the development of things, expressed in mathematical language: implement teaching strategy A under condition a, and describe the resulting result r
Prescriptive theories are generally based on objective laws revealed by descriptive theories and focus on the optimal strategies and methods used to achieve ideal results, that is, under conditions a, what is the strategy A that needs to be implemented to obtain the ideal results r?
Teaching system design theory takes achieving teaching goals as the starting point and selects and determines the most effective teaching strategies under certain teaching conditions, so it is a prescriptive theory.
However, the formulation of this strategy is based on descriptive theories such as learning theory and teaching theory as a scientific basis. Teaching system design is not only an important research field in educational technology, but also an important part of educational science. For this young subject, sometimes people use it interchangeably with terms such as educational technology, teaching science, and teaching theory.
Teaching system design is a Design Theory Discipline
The purpose of teaching system design is to create a teaching and learning system that optimizes learning and to design solutions to teaching problems.
The essence of design lies in decision-making, problem solving and creation. The essence of teaching system design is teaching problem solving, and focuses on the process of finding solutions and making decisions in problem solving.
It is not to discover objectively existing teaching laws that are not yet known, but to use known teaching laws to creatively solve teaching problems. Orienting to teaching practice is a prominent symbol of teaching system design.
Teaching system design is the same as all design sciences. Although it applies a lot of scientific principles and scientific knowledge, its basic starting point is to tell people what they should do to achieve their goals and how they should behave to be more effective. It is rooted in the design of teaching practice.
Teaching system design is a disciplines of a methodological nature
The fundamental task of teaching system design is to find solutions to teaching problems. Therefore, the research object of teaching system design theory is not the nature of the teaching system, but the design method of the teaching system; the research object of teaching system design theory is not teaching laws, but How to make actual teaching more consistent with teaching rules.
Therefore, teaching system design is a methodological discipline whose main task is to provide methods and is very prescriptive.
Application scope of teaching system design
The history of the development of learning system design can be seen that teaching system design first sprouted in the field of military and industrial training. It was only gradually introduced into school education in the 1960s and developed rapidly as an independent knowledge system. At present, teaching system design has been widely used in formal school education, social education and continuing education for all, as well as vocational education and training in various industries and departments such as industry, agriculture, finance, military, and services.
Different levels of teaching system design
"Product"-centered hierarchy
"Classroom"-centered level
"System"-centered level
Theoretical basis of teaching system design
Learning theory and teaching system design
behaviorism and cognitivism
The behaviorist school places special emphasis on the design of external stimuli and advocates the use of small steps to present teaching information in teaching. When learners have correct responses, they should be promptly reinforced.
The school of cognitivism believes that learning is an active information processing process for individuals, and teaching should prepare teaching activities according to the psychological processing sequence of information. (1) The learning process is one in which a learner actively accepts stimulation, actively participates in meaning construction and actively thinks. process. (2) Learning is affected by the learner’s original knowledge structure. New information can only be accepted by learners when it is absorbed by the original knowledge structure (through the process of assimilation and adaptation). (3) Pay attention to the relationship between the subject knowledge structure and the learner’s cognitive structure to ensure that meaningful learning takes place. study. (4) The organization of teaching activities must conform to the learner’s information processing model.
Teaching theory and teaching system design
Systems approach and instructional design
Communication Theory and Instructional Design
Teaching system design theory
Research on the theory of foreign teaching system design
Gagne's teaching system design theory
The core idea is to design teaching for learning. He believes that teaching must consider all factors that affect learning, that is, the conditions for learning.
P22 diagram of the relationship between teaching events and learning process
Gagne divided learning outcomes into five types: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.
Regulus' theoretical framework for teaching system design
The teaching strategy variables are subdivided into teaching organization strategies, teaching management strategies, and teaching delivery strategies.
Teaching organization strategy
Macro strategy: The principle of organizing teaching is to reveal the structural relationships in scientific knowledge content, that is, the interactions and interconnections between various parts
Micro-strategy: Emphasis on organizing teaching according to a single topic, and its strategy components include definitions, examples, exercises, etc.
Merrill's ingredient display theory
One goal, two processes, four links and seven strategies. Since the refinement theory only emphasizes the organization of subject knowledge content and the arrangement of the sequence of teaching content, it does not provide specific guidance for the actual teaching process, that is, it does not involve micro-strategies of teaching organization.
Merrill first proposed a descriptive theory about knowledge, believing that knowledge can be divided into two dimensions: behavioral level and content.
Research on domestic teaching system design theory
Our country’s research on teaching system design started relatively late. Around the mid-1980s, some scholars in my country began to pay attention to teaching system design and published a small number of papers. Despite this, our country has achieved gratifying results in both theory and practice of teaching system design. On the one hand, it has translated many foreign research results on teaching system design theories and methods; on the other hand, it has opened teaching system design courses and published a number of research monographs, providing a good theoretical foundation for practical work.
"Instructional Design" (edited by Liu Gaoji, 1990) "Teaching Media and Instructional Design" (organized and compiled by the Audio-visual Education Department of the National Education Commission, 1990) "Process and Method of Instructional Design" (edited by Liu Maosen, 1991) "Multimedia Combination Instructional Design" (edited by Li Kedong and Xie Youru, 1992) "Instructional Design—Basic Principles and Methods" (Editor-in-Chief Zhang Zuxin, 1992) "Audio-visual Education and Instructional Design" (edited by Zhuang Wei and Xie Baizhi, 1992) "Instructional Design" (edited by Umeina, 1994) "On Modern Teaching Design" (edited by Sheng Qunli and Li Zhiqiang, 1998) "Instructional Design - Theory and Technology of Psychology" (edited by Pi Liansheng, 2000) "Instructional Design" (edited by Xu Yingjun, 2001) "Teaching System Design" (edited by He Kekang, Zheng Yongbai, and Xie Youru, 2001)
Process model of teaching system design
The meaning and function of teaching system design process model
A model is a theoretical, parsimonious form of representation of reality. The teaching system design process model (referred to as the "teaching system design model", sometimes also referred to as the "teaching design model") is a theoretically simple form that gradually formed in the practice of teaching system design and uses a systematic approach to design the teaching system.
Different from the teaching system design theory, the teaching system design process model is a set of procedural steps gradually formed in the practice of teaching system design. Its essence is to explain what to do and how to do it, rather than why to do it.
The scope and service level of the teaching system faced in the practice of teaching system design are very different (a class, a course, a curriculum plan, and even a national education system), and the specific circumstances and pertinence of the design are also different. Coupled with the differences in designers' teaching work environments (different countries, different education levels) and personal professional backgrounds (subject experts, teaching system designers, media technicians, teachers, evaluation experts, etc.), their understanding and understanding of teaching system design They have different understandings, and their focus and own advantages in design are also different, which leads to the emergence of many not exactly the same teaching system design process models.
Several main process models of teaching system design
The teaching system design process model is divided into the following three categories according to the different supporting learning theories. ① "Teacher-oriented" teaching system design process model. ② "Learning-oriented" teaching system design process model (mainly based on constructivist learning theory). ③Absorb the strengths of the above two and abandon the shortcomings of the two to form the "equal emphasis on learning and teaching" teaching system design process model (sometimes also referred to as the "leading-subject" teaching system design process model)
Among them, the "teaching-oriented" teaching system design process model can be divided into two models based on behaviorism learning theory (ID1) and cognitivism learning theory (ID2) due to different learning theoretical foundations.
Trial and error 1. Kempe model - representative of the teaching system design process model based on behaviorist learning theory This model was proposed by Kemp in 1977 and was gradually improved after many revisions, as shown in Figure 1-3. The characteristics of this model can be summarized in three sentences: four basic elements need to be emphasized in the teaching system design process; three main problems need to be solved; and ten teaching links need to be appropriately arranged.
(1) Four basic elements The four basic elements refer to teaching objectives, learner characteristics, teaching resources and teaching evaluation.
(2) Three main issues Kemp believes that any teaching system design is to solve the following three main problems: ①What learners must learn (determine teaching goals). ② How to teach in order to achieve the expected goals (that is, determine the internal learning methods of teaching based on the analysis of teaching objectives). content and teaching resources, determine the teaching starting point based on the analysis of learner characteristics, and determine teaching strategies and teaching methods on this basis. ③ Check and evaluate the expected teaching effect (carry out teaching evaluation).
(3) Ten teaching links The ten teaching links refer to: condition). ① Determine learning needs and learning purposes. To do this, you should first understand the teaching conditions (including priority conditions and constraints ②Select topics and tasks. ③Analyze learner characteristics. ④Analyze subject content. ⑤ Clarify the teaching objectives. ⑥ Implement teaching activities. ⑦Use teaching resources. ⑧Provide auxiliary services. ⑨ Conduct teaching evaluation. ⑩Predict learners’ readiness.
Putting the determination of learning needs and learning purposes in the central position shows that this is the starting point and destination of the entire teaching system design, and all links should be designed around it: there are no directed arcs connecting each link, indicating that the teaching system design It is a very flexible process. You can start from any link and proceed in any order according to the actual situation and the teacher's teaching style. Evaluation and modification are marked in a circle, which indicates that evaluation and modification should be carried out throughout the entire teaching process. Be flexible
2. The Smith-Regan model - the representative of the teaching system design process model based on cognitivist learning theory is teacher-centered
This model is based on the Dick & Carey model, which was very influential in the design of the first-generation teaching system, and draws on Gagné’s attention to the cognition of the learner’s internal psychological process in the learner characteristics analysis process. Developed by considering the advantages of cognitivist learning theory and its important influence on the organization of teaching content
① Put "Learner Characteristics Analysis" and "Learning Task Analysis" (including "Teaching Objective Analysis" and "Teaching Content Analysis") into the "Teaching Analysis" module, and supplement this module with "Learning Environment Analysis" ", canceling the more specific and detailed "writing behavioral goals" in Figure 1-5. This improvement not only enriches the content of the "Teaching Analysis" module in Figure 1-4, but also makes it more concise and reasonable in structure.
② It is clearly pointed out that three types of teaching strategies should be designed: organizational strategies (teaching content organization strategies), delivery strategies (teaching content delivery strategies), and management strategies (teaching resource management strategies). Among these three types of strategies, since organizational strategies involve the basic content of cognitivist learning theory (in order to enable learners to understand and accept various complex new knowledge and concepts more quickly, the organization of teaching content and related strategies The formulation must fully consider the learner's original cognitive structure and cognitive characteristics), so the expansion of this module not only supplements the Dick-Carey model in content, but also changes the nature of the model - ﹣Developed from pure behaviorist connection learning theory to "connection-cognition" learning theory.
3. "Learning-centered" teaching system design process model based on constructivism
(1) Analysis of teaching objectives Conduct an analysis of the teaching objectives of the entire course and each teaching unit to determine the "topic" of the knowledge currently being learned (i.e., knowledge content related to basic concepts, basic principles, basic methods, or basic processes).
(2) Analysis of learner characteristics Learner characteristic analysis focuses on the learner's intellectual and non-intellectual factors. The analysis of intellectual factors mainly includes the analysis of the learner's knowledge base, cognitive ability and cognitive structure variables.
(3) Creation of learning situations Constructivism believes that learning is always connected with a certain social and cultural background, that is, "situation". Creating situations that are relevant to the current learning topic and are as real as possible is conducive to awakening relevant knowledge, experience or representations in long-term memory. This enables learners to use the relevant knowledge and experience in their original cognitive structure to assimilate the new knowledge currently learned, or to transform and reorganize the original cognitive structure.
(4) Design and provision of information resources The design of information resources refers to determining the types of information resources needed to learn this topic and the role each resource plays in the process of learning this topic. Regarding issues such as where to obtain relevant information resources, how to obtain them (what means and methods to use to obtain them), and how to effectively utilize these resources, if learners encounter difficulties, teachers should provide timely help.
(5) Independent learning design Independent learning design is the core content of the entire "learning-oriented" teaching system design. Commonly used teaching methods in constructivist learning environments that focus on learning include scaffolding teaching, anchored teaching, and random entry teaching. Depending on the chosen teaching method, different designs should be made for learners' autonomous learning.
(6) Collaborative learning design The purpose of collaborative learning design is to further improve and deepen the meaning construction of the current topic through group discussions and consultations based on individual independent learning. The entire collaborative learning process is organized and guided by teachers, and the questions discussed are also raised by teachers.
(7) Learning effect evaluation design The learning effect evaluation design includes individual evaluation by the group and self-evaluation by the learner himself. The evaluation includes the requirement of meaning construction. The content mainly focuses on three aspects, namely, independent learning ability, contribution made in the collaborative learning process, and whether the requirements of meaning construction are met.
Basic elements of the instructional system design process
①Analysis of teaching objectives. ②Learner characteristics analysis. ③Selection and design of teaching models and strategies. ④Learning environment design. ⑤Evaluation of teaching system design results.
Design of teaching system with “equal emphasis on teaching”
"The theoretical basis of learning and teaching with equal emphasis on teaching system design"
Theoretical basis of learning and teaching in the design of “learning-based” teaching system
Because the teaching system design of "paying equal attention to learning and teaching" is the product of the combination of the two teaching system designs of "teaching first" and "learning first", both from the theoretical basis and from the actual design method. , so it is not difficult to understand and master the theory and methods of "paying equal attention to learning and teaching" teaching system design. As long as you first understand the theoretical basis of "teaching-centered" teaching system design and "learning-centered" teaching system design, and then Just combine the specific design methods and steps of "teaching-centered" teaching system design and "learning-centered" teaching system design, and make appropriate supplements.
Theoretical basis of learning and teaching in the design of "teaching-centered" teaching system
The foundation and core of the "teacher-centered" teaching system design is the teacher-centered educational thought and teaching concept, and this teacher-centered educational thought and teaching concept has existed for hundreds of years. Since the 1630s when Comenius published the "Grand Teaching Theory", proposed the class teaching system, and created the teacher-centered educational ideology, through the efforts of educationalists and educational psychologists of all generations, the practice in this field has Exploration continues to deepen, and theoretical research results are also emerging one after another. Among them, the more prominent ones include Herbart's five-stage teaching theory in Germany in the 19th century, Kailov's teaching theory in the Soviet Union in the 20th century, Zankov's "development view", Babansky's "optimization" theory and the American cloth Luna's "discipline structure theory", Bloom's "mastery learning" theory, Gagne's "connection-cognition" learning theory and "nine-stage teaching method", and Ausubel's "learning and teaching" in the second half of the 20th century. "theory.
Based on in-depth research on learning types, Ausubel divided learning into two types: meaningful learning and mechanical learning according to learning effects.
Since there can be three different relationships between original concepts and new concepts (i.e., current learning content): generic relationships (also divided into derived categories and related categories), summary relationships, and parallel combination relationships, so "advance organizer" It can also be divided into the following three categories.
① Upper organizer. The organizer is higher in inclusiveness and abstraction than the new content currently learned, that is, the organizer is a superordinate concept, and the new learning content is a subordinate concept. The new learning content category belongs to the organizer, and there is a category relationship between the two.
②Lower organizer. The organizer is lower in inclusiveness and abstraction than the new content currently learned, that is, the organizer is a subordinate concept, and the new learning content is a superordinate concept. The organizer category belongs to new learning content, and there is an umbrella relationship between the two.
③ Parallel organizer. The organizer's level of inclusiveness and abstraction is neither higher nor lower than the new learning content currently learned, but there are some related or even common attributes between the two. At this time, the organizer and the new learning content What exists between the learning content is not a generic or comprehensive relationship but a parallel combination relationship.
motivation theory
(3) Motivation theory Ausubel noticed that another important factor affecting the learning process is emotional factors, and put forward unique insights in this regard, believing that the impact of emotional factors on learning mainly works through motivation. ①Motivation can affect the occurrence of meaningful learning. Since motivation is not involved in the connection between old and new knowledge, on the surface, it does not seem to affect the occurrence of meaningful learning. However, motivation can make learners focus on attention, increase effort, learning persistence, and frustration tolerance. It can exert greater potential to strengthen the interaction between old and new knowledge (acting as a catalyst), thereby effectively promoting the occurrence of meaningful learning. ②Motivation can affect the maintenance of learned meaning. Since motivation does not participate in establishing connections and interactions between old and new knowledge, on the surface, it does not seem to affect the retention of acquired meaning. However, retention must always be achieved through the review process, and motivation can still be achieved during the review process. By enabling learners to develop greater potential in terms of concentrated attention, enhanced effort, and learning persistence, it improves the clarity and solidity of newly acquired meanings, thereby effectively promoting the retention of acquired meanings. ③Motivation can affect the retrieval (recall) of knowledge. Excessive motivation may have an inhibitory effect, preventing the knowledge that could have been retrieved from being retrieved (unable to be recalled). An example of this is when learners suffer from psychological stress (excessive motivation) during exams, which affects their normal performance. On the contrary, sometimes the motivation is too weak and cannot mobilize the full potential of the learner's nervous system, which will also weaken the extraction of existing knowledge.
Ausubel's cognitive shortcomings
The complementarity of the two theories - the theoretical basis of the "equal emphasis on learning and teaching" teaching system design process model The teaching system design of "paying equal attention to learning and teaching" is proposed on the basis of taking the advantages of both the "teaching-oriented" teaching system design and the "learning-oriented" teaching system design. Therefore, its theoretical basis is the most popular contemporary teaching system design. The combination of influential teaching theory
The teaching system design of "paying equal attention to learning and teaching" is proposed on the basis of taking the advantages of both the "teaching-oriented" teaching system design and the "learning-oriented" teaching system design. Therefore, its theoretical basis is the most popular contemporary teaching system design. The combination of influential teaching theory
"Equal emphasis on teaching" teaching system design process model
The teaching system design process model of "paying equal attention to learning and teaching" has the following characteristics.
① You can flexibly choose the "discovery" or "transmission and acceptance" teaching branch according to the teaching content and the learner's cognitive structure.
② In the "transmission-reception" teaching process, the "advanced organizer" teaching strategy is basically used. At the same time, other "transmission-reception" strategies (even independent learning strategies) can also be used as a supplement to achieve better teaching.
③In the "discovery" teaching process, the advantages of "transmission-reception" teaching can also be fully absorbed (for example, independent learning strategies can be selected and knowledge transfer can be promoted based on the analysis results of learner characteristics).
④It is easy to consider the influence of emotional factors (such as motivation). In the "Situation Creation" (left branch) or "Selecting and Designing Teaching Media" (right branch), learners' motivation can be stimulated through appropriately created situations or presented media; while in the "Learning Effect Evaluation" link ( (left branch) or in the "teaching modification" link based on the formative evaluation results (right branch), the formation and development of learners' three internal drives can be promoted through means such as comments, summaries, encouragement and praise (see learning The age and personality characteristics of the person determine the type of drive).