五星教学四十年——追求效率、效果与魅力之路

Four Decades of Five-star Instruction: Pursuing Effective,Efficient and Engaging Approach

戴维·梅里尔教授是当代国际教学设计领域的领军人物,他致力于优质教学模式的开发,以及面向完整任务创造有意义的学习经历。经过数十年的潜心研究,梅里尔从对有效教学的兴趣到对教学理论的顿悟,从强调技术协助学习到界定潜在的教学处方,最终提出五星教学原理,即首要教学原理。沿着梅里尔研究工作的轨迹,探究五星教学诞生的历程,是对其教学理论的一次系统梳理,同时也可以窥见一位国际知名学者成长背后的故事。文章用历史的视角取时间为逻辑线索,从20世纪70年代到21世纪初,以每十年为一个阶段,回顾了梅里尔的学术成长历程,对包括概念教学实验、业绩内容矩阵、成分呈现理论、精细加工理论、教学交易理论、教学专家系统、五星教学原理和波纹环状模式等在内的近十个教学设计理论进行了概览,清晰地反映了理论之间的相互承接关系,全景式地展现了梅里尔毕生追求的优质教学的效率、效果与魅力之路。

M. David Merrill is a recognized international pioneer in instructional design. He devotes himself to develo- ping high-quality instructional models and creating significant learning experience. During several decades, from his interest in making education more effective to an epiphany about theories, from the emphasis on computer-assisted learning to identifying underlying iastructional principles, Merrill proposed the five-star instruction, namely the first principles of instruction, which are regarded as a comprehensive synthesis of many different ideas. This paper aims to form a systematic order of Merrill ~s instructional theories when we review the trace of his academic work and explore the gestation process of the five-star instruction. We review Merrill＇s research experience based on every decade, from 1970 to 2000. All together we reviewed about ten types of instructional theories, including teaching concepts, the task^con- tent matrix, component display theory, elaboration theory, instructional transaction theory, ID expert, first principles of instruction and pebble-in-the-pond instructional model, etc. In addition, we reflected on the connective relation- ships among the above theories. As a result, the approach to effective, efficient and engaging instruction of Merrill ~s all-life pursuit is presented panoramically.