整体论视域下的教学设计探讨被引量：35

Discussion on Instructional Design in the Horizon of Holism

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摘要 20世纪90年代以后,随着复杂科学的形成和建构主义哲学思潮的兴起,教学设计研究者开始质疑和反思基于"原子论"的传统教学设计观及其设计方法,认为原本复杂的教学现象在这种原子论的支配下变成了预设的、机械的、简单化的设计过程,并开始探究整体论视域下的教学设计模式。本文基于整体论思想探讨了教学设计的整体观,并通过整体性教学设计的代表模型——4C/ID透视了整体教学设计的基本假设、设计理念和设计方法。 Since 1990s, with the formation of the complexity science and the rise of constructivism, instructional design researchers have begun to question traditional views of instructional design and its methods based on ＂atomism＂ , which has turned teaching into a planned, mechanical and simplified design process. The questioners have begun to explore instructional design with a holistic structional design, including the basic assumptions perspective. This paper discusses the holistic views of the in- , design concepts and the 4C/ID-based design methods of the new design model.

作者冯锐刘丽丽

机构地区扬州大学新闻与传媒学院

出处《开放教育研究》 CSSCI 北大核心 2009年第4期69-73,共5页 Open Education Research

基金教育部人文社会科学研究规划基金项目"学习科学与技术设计的理论与应用"(编号:07JA880056) 江苏省"十一五"教育科学规划重点资助课题"学习科学与技术支持的理论与实践研究"(编号:B-a/2006/01/017)的阶段性成果

关键词教学设计整体论整体性教学设计 4C/ID instructional design holism holistic instructional design 4C/ID

分类号 G40-057 [文化科学—教育学原理]

作者简介【作者简介】冯锐，在读博士，副教授，扬州大学新闻与传媒学院（frzx0519@gmail.com）刘丽丽在读硕士 ,扬州大学新闻与传媒学院。

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