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.

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.

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.

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.

Teaching system design is the process of planning solutions to subject performance problems

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.

Dewey proposed the establishment of a "bridge subject" that connects learning theory and teaching practice.

The program teaching movement is an important event in the development of teaching system design.

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

The criterion-referenced testing movement has made great contributions to the development of instructional system design theory.

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.

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

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.

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.

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.

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?

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.

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.

The teaching strategy variables are subdivided into teaching organization strategies, teaching management strategies, and teaching delivery strategies.

Teaching organization strategy

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.

(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

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.

(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.

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.

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.

motivation theory

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

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).