教学设计与实施一致性分析的个案研究

A Case Study on the Consistence Between the Instructional Design and the Implementation of Teaching

以设计为中心的研究主张分析教育实践中的各种一致性。教学设计与实施的一致性是指教学方案中所设定的行为和内容与教学实施过程中行为和内容的吻合程度。与有效性的归因困难相比,一致性归因模型清晰可操作,但需要特定的分析和编码方法。由于教学系统在性质上属于信息系统,因此采用基于信息流的分析方法较为合适。IIS图分析法是一种基于信息流的教学分析方法,已经成功应用于教学方案、课堂教学和面对面协作学习活动分析。通过对两个案例教学方案与教学实施过程中的信息流序列、激活目标知识点的范围和激活量进行细致分析,初步证明了一致性分析的可行性;同时也发现:在激活的知识点范围及激活量方面,教学方案与教学实施过程呈现中度或高度一致,但是在信息流序列方面不太一致。经过反思性分析发现,教学过程中新增加信息流,有助于学生理解课程基本概念并掌握基本知识;而教学过程中漏掉信息流以及信息流顺序的倒置,将可能不利于实现教学目标,也不利于学生系统掌握所学内容。

The design-centered research approach focuses on the analysis of the consistence in educational science research. The consistence between the instructional design and the implementation of teaching refers to whether the behavior and content in the instructional plan can match those in the implementation of teaching. Compared to the difficulty in the attribution of the effectiveness, the attribution of the consistence is feasible and clear by the particular analysis method. It is much more appropriate to adopt the analysis method based on information flows because the instructional system is information system in nature. The IIS map analytical method based on information flows has been successfully adopted to analyze the instructional plan, implementation of teaching, and face-to-face collaborative learning activities. The consistence of information flow sequences, the consistence of activated knowledge scope, and the consistence of activation quantity between the instructional design and the implementation of teaching were analyzed in detail to validate the feasibility of the consistence analysis. It is found that the consistence between the instruction design and the implementation of teaching is moderate or high regarding the activated knowledge scope and the activated quantity, but this is not the case for the information flow sequences. It is also found that the new information flows are more helpful for students to get better understanding of the concepts, but the missing information flows are unfavorable for students, especially for realizing the instructional objectives.