第十章 Models of Instructional Design
教学设计模型
Section B A Taxonomy of ID Models
A taxonomy(分类法,分类系统) of ID models can help clarify(澄清) the underlying
assumptions(基本假设) of each model, and help identify the conditions under which each might be most appropriately applied. The taxonomy has three categories indicating whether the model is best applied for developing ： individual classroom instruction ； products for implementation by users other than the developers ； or large and complex instructional systems directed at an organization' s problems or goals.
一个分类法的用户模型可以帮助澄清基本假设每个模型,有助于辨识情况下,每一个可能是最适当的应用。有三种类型的分类表明该模型是否最好应用发展:个人课堂教学,产品深受用户执行以外的其他开发商;或庞大而复杂的教学系统针对一个组织的问题或目标。
1. Classroom （取向）Orientation ID Models： Classroom ID models are of interest primarily to professional teachers who accept as a given rule that their role is to teach，and that their students require some Form of instruction.
Teaching personnel usually views an ID model as a general road map（路线图） to follow. Typically, a classroom ID model outlines only a few functions, and simply provides a guide for the teacher. The developer who works with teachers would do well to employ any ID model with caution because teachers are not likely
to be familiar with the concepts or processes of systematic instructional development.
1.课堂取向ID 模式:课堂ID 模型感兴趣的主要专业教师接受一个给定的规则,他们的作用是教,学生需要某种形式的指令。教学人员通常的观点一个ID 模型作为一种普遍的路线图跟随。通常情况下,一个教室ID 模型指出只有少数的功能,并且仅仅提供了指导老师。发包人与教师工作做的很好,使用任何ID 模型和小心,因为老师不可能熟悉的概念或过程系统的教学发展。 2. Product Orientation ID Models ： Product development models typically assume that the amount of product to be developed will be several hours，or perhaps several days, in
length. The amount of front- end （前结束） analysis for product oriented models may vary widely, but it is usually assumed that a
technically sophisticated product will be produced. Users may have no contact with the developers. Product development models are characterized by four key features：
(1) Assumption that an instructional product is needed. (2) Assumption that something needs to be produced, rather than selected or modified from existing materials （3） Considerable emphasis （考虑的重点）is placed on tryout and revision.
(4) Assumption that the product must be usable by a variety of managers of instruction. Assumption .
2.产品定位：产品开发ID模型模型通常假定是产品的数量将开发的几个小时，或者几天，在长度。前金额为产品为主的分析模型可以有很大变化，但它通常是假定技术先进的产品会产生。用户可能与开发商没有联系。产品开发模式具有四个关键特征：
（1）产品开发模式具有四个主要特点:假设一项教学产品是必要的 （2）东西需要被制造出来,而不是选择或修改现有材料 （3）该注意重点放在调试和修改。
（4) 假定产品必须利用各种经理的指导。
3. System Orientation ID Models ： System oriented ID models typically assume that a large amount of instruction，such as an entire course or entire curriculum，will be developed, and those substantial resources will be made available to a team of highly trained developers. Systems oriented ID models usually begin with a data collection phase to determine the feasibility and
desirability of developing an instructional solution to a“problem” Systems models，as a class，differ from product development models in the amount of emphasis placed on analysis of the larger environment before committing to development. Systems models also typically assume a larger scope of effort than product development models.
3.系统定位ID模型:系统导向ID模型通常认为大量的指令,如整课或整个课程,将被开发,而那些大量资源也可以得到一组受过高度训练的开发者。系统为导向的ID 模型通常开始和一个数据收集阶段确定的愿望的可行性和发展一个教学解决问题、系统
模型,作为一个阶层,从产品的开发模型不同用量的重点分析承诺之前更大的环境中发展。系统模型通常也承担更大范围的努力比产品开发模式。 Section C An Introduction to Instructional Design Models
The Gerlach and Ely Design Model The Gerlach and Ely Model( Figure 10. 3. 1 ) emphasizes the simultaneous identification of content and objectives prior to assessing any student behaviors. “ Gerlach and Ely recognize that many teachers first think about instruction from the standpoint of content. ” （Gustafson, 1991 ) Teachers are often expected to design instruction to meet a specific assigned curriculum and use existing materials. The design and development of the instruction are completed together as an ongoing process ； the steps are not necessarily progressive. Evaluation of performance enables the instructor to assess whether ihe instruction was successful and if the learning
objectives were met. Finally the analysis of feedback allows the designer (often the teacher) to make any necessary changes to the design.
格洛克和伊利设计模型的格洛克和伊利模型（图10。3。1）强调的内容和目标的同时识别评估任何学生的行为之前。“格洛克和伊利承认，许多教师首先考虑从内容角度指令。”（古斯塔夫森，1991）教师经常将指令设计满足特定课程和使用现有的材料。完成该指令的设计与开发作为一个持续的过程；步骤不一定进步的。绩效评价使教师评估是否与教学是成功的，如果学习达到目标。最后分析反馈允许设计师（通常是老师）去做任何必要的修改设计。
图10.3.1格洛克和伊利的设计模型
There is some discussion as to whether the model is more
appropriate for novice or more experienced designers. A novice model can allow teachers (K-12) to use materials already in existence and not truly allowing for \ within the system. However as an expert model9 it is used within a specific context and allows for selecting and including media within instruction, when the content and/or other materials are provided. This approach suggests that the selection process is intense and requires expert knowledge of the needs of the students.
有一些讨论是否模型更加适合新手或更多经验丰富的设计师。一个新手模型可以让教师课堂)使用材料已存在,而不是真正的允许“改变”体系内。不过作为一名专家ml9它范围内使用特定的语境,并允许选择,包括媒体在教学,当内容或其他材料提供了。这种方法表明,选择过程强烈要求专家知识的学生的需要。 The Kemp Model ( Figure 10. 3.2) is circular and the elements are not connected to one another. 44Connections would indicate a
sequential, linear order. The intent is to convey flexibility yet some order in the way the nine elements may be used. Also, some
instances may not require treating all nine elements. For example, in some programs evaluation instruments may not be necessary?” （Kemp, Mormon & Ross, 1999)
坎普(如图10 的模型。3.2)为圆形,元素彼此是没有关系的。44 连接将显示一个序列,线性秩时,某些情况下可能不需要将所有的9 个元素。例如,在一些项目评估工具可能不是必要的?”（肯普，摩门教&罗斯，1999）
The Kemp Model permits the designer to examine all aspects of the
instruction at the same time, thus allowing him/her to see the effect of changes in a particular area. “ Decisions relating to one [area] may affect others. As instructional objectives are stated, items
of subject content may be added or reordered .”（Kemp, Mormon & Ross, 1999) 坎普模型允许设计者同时检测教学的各个方面，从而使他/她看到在一个特定的区域变化的影响。“关于一个[区]的决定可能会影响其他人。作为教学目标的规定，项目
主题内容可能会增加或重新排序。”（Kemp，摩门教&罗斯，1999）
Although the model indicates that one may start anywhere,
convention suggests that one start in the Instructional Problems” circle and move clockwise allowing for constant revision. However, a designer may choose to start at the point that is most practical to meet the goals of the project. 虽然该模型表明，可以从任何地方开始，
会议认为，一开始在教学问题”圈，顺时针转动允许不断的修订。然而，设计师可以选择点，是最实用的满足项目的目标开始。
图10.3.2 肯普模式
Dick and Carey Model
The Dick and Carey Model ( Figure 10. 3.3) is one of the most popular instructional design models. It is a systematic method of designing instruction noting that every component is crucial to successful student learning ( Dick & Carey, 1996).
《迪克和凯莉模型(图10。3.3)是最受欢迎的教学设计模式。这是一个系统的设计方法指导注意到每一个组件是至关重要的,成功的学生的学习(迪克和凯利,1996)。
The process begins with what Dick and Carey ( 1996) refer to as the most critical event in the instructional design process which is
identifying the instructional goal. “ If clone improperly，even elegant
instruction will not serve the designer* s real purpose (p. 15). ” The process
moves through to conducting instructional analysis where the main purpose is to