【作者】 揭后新；

【导师】 苏斌；

【作者基本信息】 西南交通大学 ， 教育技术学， 2011， 硕士

【摘要】 当前流行的教学设计模式主要有以下两种：以“教”为主的教学设计模式和以“学”为主的教学设计模式。以“教”为主的教学设计模式强调实现教师的主体作用,以“学”为主的教学设计模式强调实现学生的主体作用。由于它们在教学的主体性认同上各有侧重,因而在设计中所体现出来教学主体性作用也各不相同。利用上述两种教学设计模式指导教学实践,不能兼顾师生的“双主体”作用。基于此种考虑,本文提出利用“双主体”教学设计模式来实现师生的“双主体”作用。在“双主体”教学设计模式设计上,提供了一个选择性的分支结构,根据学生特征和教学内容特征不同分别选择不同的教学分支进行教学。在分析教学目标的基础上进一步分析学生特征,确定学生的基础知识、认知能力和结构变量。结合对教学内容的分析,如果学生特征和教学内容特点适合发挥学生的主体作用,则进入学生主体的教学分支,实现学生的主体作用。反之,则进入教师主体的教学分支,实现教师的主体作用。在实现上,设计了“双主体”教学设计模式中每一步骤的具体流程,教学设计人员根据设计流程进行网络课程设计,即可得到网络课程设计的方案。在网络课程开发中,该流程具有普遍的指导作用。最后,依据“双主体”教学设计模式,结合Authorware设计了基于“双主体”教学设计模式的网络课程案例。更多还原

【Abstract】 The current popular Instructional Design Model basically has the following two kinds: Teaching-centered Model, Learning-centered Model. The Teaching-centered Model focus on the teacher’s subject effect, the Learning-centered Model focus on the student’s subject effect. Because they have different emphasis on the subjectivity identity of the teaching, the teaching subjective role of the Instructional Design Model is also different, using the above two Instructional Design Model guiding the development of the network course, both teachers’ and students’ subject role can not be achieved. Based on this consideration, this paper proposes using Double Subject Instructional Design Model to realize teachers’and students’"Double Subject" role.In Double Subject Instructional Design Model design, provides a selective branch structure based on different students’ characteristics and teaching content characteristics to select different teaching branch. On the basis of analyzing the teaching goal, and further analyzes the student character and determine students’ the basic knowledge, cognitive ability and structure variables. Based on the analysis of the teaching content, if students characteristics and teaching content features suitable for students’ main role, then enter the students’ teaching branch, realize students’ main role. Conversely, enter the teachers’teaching branch to realize teachers’main role.In the implementation, the author design each step of specific processes of the Double Subject Instructional Design Model, The designer according to the design process to develop network course, and then get the network course design scheme. In the development of network curriculum, this process has important guiding role. Finally, according to the Double Subject Instructional Design Model, the author combines Authorware design Authorware network course cases based on Double Subject Instructional Design Model更多还原