教育传播与技术视角下的教学策略研究——《教育传播与技术研究手册》(第三版)第二部分述评

Instructional Strategy Research Based on Educational Communication and Technology

本文概要介绍了J.Michael Spector,M.David Merrill,Jeroen Van Merrienboer&Marcy P.Driscoll主编的Handbook of Research on Educational Communication and Technology(Third edition)[《教育传播与技术研究手册(第三版)》,Lawrence Erlbaum Associates2008年出版]第二部分"策略篇"的主要内容。全文分为三个部分:教育传播与技术视角下学的理论、教育传播与技术视角下教的模型,以及教育传播与技术视角下教学设计原则。在学的理论部分,重点回顾了与技术支持有关的学习心理学观点和生成性学习理论;在教的模型部分,概述了九类当前流行的对教学改革产生重大影响的真实性教学模式,并介绍了技术支持探究教学的四类着眼点;在教学设计原则部分,则介绍了首要教学设计原则和有关知识呈现、教学反馈的处方性原则。

The paper summarizes Part II ＂Strategies＂ of the newly published Handbook of Research on Educational Communication and Technology （3^rd ed.） edited by Spector, Merrill, Van Merri？nboer and Driscoll. Three parts of the paper deal respectively with learning theories, instructional models and prescriptive principles for instructional design. The first part reviews the several researches related to work memory, media representation and generative learning. The second part divides the nine kinds of embodied course into three categories and introduces four meta-principles for technical supported inquery learning with examples. Finally, three research areas are briefly discussed with richest prescriptive principles.