【作者】 王春华；

【导师】 徐继存；

【作者基本信息】 山东师范大学 ， 教育学原理， 2014， 博士

【摘要】 教学是一种有目的、有计划、有组织的活动。为了保证教学目的的达成和教学活动的顺利进行，需要提前制定教学计划。教学设计就是制定教学计划的一种工作或活动。准确地说，教学设计是指教师以完成一定的教学任务和优化教学效果为目的，以教学系统及其活动为对象，运用系统方法，分析教学问题和制约条件，选择并确定教学实施方案的活动和过程。通过教学设计，教师制定教学活动据以展开的实施方案，使得教学活动可以有计划、有步骤和有效率地展开，直到达到规定的教学目标。教学设计对于教学的重要性是不言而喻的。任何一名教师，都必须具有正确的教学设计观念，掌握综合的教学设计方法，具备较强的教学设计能力。这是教师胜任其工作的重要前提，是教师的基本素质要求。教学设计属于人类设计活动的一种。设计是指人们为了达到特定的目的，在开展一项较复杂的工作之前，进行系统分析、规划、决策、制定并形成工作方案的活动和过程。目的性、计划性、预先性、创造性和可见性是设计的共同特征。同时，设计活动也是一种理性活动。理性是人类特有的，在认识和把握客观世界的一般本质和规律的过程中表现出来的一种认识和推理能力。理性在人类历史发展中扮演了重要的角色，是人类进步的主要推动力量。在进行任何一项有目的的活动之前，或生产任何一件满足特定需求的产品之前，人们都需要综合考虑目的和主客观条件，根据掌握的客观规律，进行精心的设计，选择合适的活动或者制作方案。在这一过程中，理性无疑发挥着不可替代的重要作用。教学设计也是一种理性活动。教学设计的理性即教学设计中的理性，是指在进行教学设计的过程中，为了达到教学设计的目标，完成教学设计的任务，所运用和表现出来的认识和逻辑推理能力。由于教师面临的是更为复杂的教学任务，需要进行更慎重的教学设计，更需要凭借理性的认识能力，对教学系统及其活动进行分析研究，凭借理性的推理和判断能力，选择并确定最终的教学方案。因此，教学设计的理性在教师进行教学设计活动时发挥着重要的作用，没有教学设计的理性，教学设计就难以顺利进行，教学方案就难以最终制定，教学也就难以顺利展开。然而，在现实的中小学教学实践中，教师的教学设计理性往往呈现出矛盾的两方面：一方面是理性不足，不能进行科学的、合理的教学设计；另一方面是理性的失当或理性的僭越，不能有效发挥教学设计理性的作用或任意夸大教学设计理性的作用。这种矛盾的造成固然有教师本身理性素养不足、理性能力有限的原因，但也与教师持有不正确的教学设计观有密切关系。中小学教师所持有的往往是一种绝对理性化的教学设计观，认为教学设计的作用是绝对的，只要凭借理性的作用，就可以进行完美的教学设计，对教学的方方面面、对教学过程的每一个环节和行为，进行最优化的设定和安排，制定出完善详尽的教学方案，并且只要严格实施这个方案，就可以保证达到教学效果最优化的目标。这导致了教学设计方案越来越详尽，课件制作越来越精美，技术使用越来越熟练。但是，不可否认的是，这种教学设计的日臻完善并未带来教学质量的普遍的明显的提高，反而导致教学设计的日益程序化、技术化，教学活动的日益功利化、教条化。教学设计完全成为了一种工具和一种技术性的工作。在这种情况下，我们有必要对教学设计的理性与教学设计的限度问题进行研究，对当前教师的教学设计观进行反思和重构。根据系统论的观点，人类社会是由大大小小的系统构成的，有的系统简单，有的系统复杂。复杂系统具有和简单系统不同的复杂性表现，如非线性、无序性、不确定性、演化性、涌现性等，这些特征的存在使得对复杂系统的认识、预测和控制都极为困难甚至是不可能完成的任务。人类以往的简单范式只能解决简单系统的认识、预测和控制问题。面对复杂系统，法国当代著名哲学家、思想家埃德加·莫兰（Edgar Morin）指出，传统的简单范式不再适用，而应代之以复杂范式。教学系统是一个有众多要素构成的复杂系统，具有所有复杂系统都具有的复杂性特征。教师面对这样一个复杂系统，必须以复杂范式来认识它、分析它，进而合理地设计它。另外，人类从来就不是纯粹理性的动物，而是理性与非理性相并存并且相互影响、共同发挥作用的复杂动物。人类历史中数不清的设计杰作也从来都不是仅凭理性就可以完成的。理性有其作用范围，非理性也有其作用范围，二者是不可相互代替的，只能互相补充、互相影响。美国著名的经济学家、管理学家、心理学家、人工智能专家和设计学的创始人赫伯特·亚历山大·西蒙（HerbertAlexander Simon）教授指出，由于人的知识、经验是有限的，人的认识和分析计算能力是有限的，人还具有主观的价值取向和目的性，人在做出决策前所能获得的必要信息也是有限的，因而，理性是有限的。因为理性的有限性，决策者只能做出相对满意的决策，而不能做出最优化的决策。同样，教师由于其知识和经验是有限的，其认识能力和分析判断能力是有限的，在进行教学设计时能获得的必要的信息也是有限的，因此，教学设计的理性是有限理性而非绝对理性，教学设计因此也具有有限性。教学设计的限度在于教师理性能力的有限性和教学系统的复杂性，是教学系统的复杂性和教师本身的理性的有限性共同导致了教学设计的有限性并决定了教学设计的限度。教师在进行教学设计时，不应追求永远无法达到的最优化方案，而应追求制定出相对满意的教学方案。在认识到理性及教学设计的有限性和限度之后，教师应树立一种基于有限理性的教学设计观。基于有限理性的教学设计观简称有限理性教学设计观，就是指教师在教学设计时，既肯定教学设计及其理性的积极作用，又承认教学设计及其理性作用的有限性，在合理和充分发挥理性作用的基础上，积极发挥非理性因素的作用，使理性和非理性各尽其能、协同作用，来完成教学设计的任务，制定出适合复杂的教学系统的相对满意的教学方案，并在执行教学方案时，保持足够的灵活性和敏感性，随时根据情况的变化而调整方案。教师应以这种有限理性观来进行教学设计，同时以复杂范式来分析和思考教学系统，并完成教学设计工作。这种有限理性教学设计观不论是对于提高教学设计质量，还是对于促进教师个性化的专业发展，都具有重要意义。要想培养并树立这种有限理性教学设计观，一方面，目前的师范教育和教师培训、学校日常的教案检查评价制度，以及教学比赛评奖制度都需要做出一定改变；另一方面，作为教学设计的主体，教师本人也要在多方面做出努力。本论文采用定性与定量相结合、理论与实践相结合的研究方法，对教学设计的理性及其限度问题进行了深入全面的分析，以期帮助教师树立正确的教学设计观，提高教学设计工作的质量，并进而提高教学的质量。论文的导论部分阐述了论文选题的背景、意义，对教学设计及其理性问题的相关研究进行了综述，然后介绍了本论文的研究目的、内容、思路与方法。论文的第一章是“概念界定和理论基础”，在概念界定部分，首先梳理了设计和教学设计的众多观点，在此基础上提出了自己的定义；然后梳理了理性的概念，在对这些概念进行分析之后，提出了自己的理性定义，最后又提出了教学设计的理性这一基本概念的定义。在理论基础部分，笔者介绍了两个理论基础，一是复杂性理论，复杂性理论是研究复杂性问题的理论，论文首先介绍了复杂性科学的历史和特点，然后介绍了复杂性理论的主要观点，包括莫兰提出的复杂范式及其原则，以及复杂性理论对复杂系统的各种复杂性表现的分析，最后，指出了该理论对本研究的启示；二是西蒙的有限理性说，论文首先介绍了有限理性说的产生过程，然后介绍了有限理性说的主要内容，最后指出了该理论对本研究的启示意义。论文的第二章是“教学设计的历史考察”，分两部分：第一部分首先对人类设计活动的历史发展进行了回顾，包括人类设计活动的起源和发展阶段，然后对人类设计活动及其发展进行了反思；第二部分首先对教学设计的历史发展进行了梳理，然后对教学设计的历史发展特点进行了总结与反思。论文的第三章是“中小学教学设计的现状考察”，论文从两个角度对我国中小学的教学设计现状进行了考察，一是对中小学教师进行调查，包括问卷调查、访谈调查和教案检查，了解了其对教学设计的认识和进行教学设计的行为特点；二是通过观看中小学课堂教学录像，分析教师的课堂教学行为，以此间接了解教师进行教学设计的情况。最后，对中小学教学设计的现状进行了总结，对教师的教学设计观念进行了剖析。论文的第四章是“教学系统的复杂性与教学设计的有限性”，在对简单性和绝对理性进行反思批判的基础上，一是分析了教学系统以及教学系统的复杂性表现，二是提出了教学设计的有限性的观点，分析了教学设计的有限性的意义，然后对教学设计的有限性表现进行了解析，最后讨论了教学设计的限度及其限定问题。论文的第五章是“基于有限理性的教学设计观及其实现路径”，首先论述了有限理性教学设计观的含义、内容与意义，以及如何确立这种有限理性教学设计观，然后指出了这种有限理性观指导下的教学设计所应遵循的四条原则，包括以相对满意为目标的原则、以科学而非经验为基础的原则、理性与非理性协同合作的原则，以及预设性与生成性相统一的原则。论文的结语部分总结了本论文的主要研究工作，指出了本研究存在的不足，最后说明了今后的研究展望。更多还原

【Abstract】 Teaching is a purposeful, planned, organized activities. In order to guaranteemeeting the teaching goals and progressing according with the teaching activities, it isa necessity to have a teaching plan. Instructional Design is the work or activity formaking a teaching plan. To be exact, instructional design is the activity and processwhen the instructors aims at completing certain instructional tasks and optimizingthe teaching effectiveness, target teaching system and its activities, use the systematicapproach to analyze instructional problems and the constraints, select and determinethe teaching execution strategies. Through instructional design, instructors developteaching activities to expand, according to the executive scheme, so that teaching canbe a planned, step by step and efficiently expand until it reaches the required teachingobjectives.The importance of instructional design for teaching is self-evident. Anyteachers must have the correct instructional design view, master comprehensiveinstructional design methodologies, with a relatively strong instructional design ability.This is an important premise for teachers to be competent for their jobs, also the basicquality requirements of teachers.Instructional design is one of human design activities. Design is the activity andprocess when in order to achieve a specific purpose, prior to conducting a morecomplex work, people conduct the systematic analysis, planning, making, selectingand forming the working scheme. Purpose, planning, anticipatory, creativity andvisibility are the common features in design. Meanwhile, the design activity is also arational activity. Rationality is unique to humans, manifested as a cognitive reasoningability in the process of understanding and grasping of the general laws and nature inthe objective world. Rationality has played an important role in the development of human history, isthe main driving forceof human progress.Prior to conduct anypurposeful activities, or to produce any product to meet the specific needs, peopleneed comprehensive consideration of the purpose, both subjective and objectiveconditions, according to the known objective laws, conduct careful design, select theappropriate activity or execution scheme. The rationality of instructional design is therationality within instructional design, it refers to theapplication and manifestation ofthe cognitive ability and logical reasoning during theinstructional designprocess, withthe aim of achieving the goal of instructional design, completing instructional designtask. As teachers face more complex instructional tasks, need to conduct more carefulinstructional design, need to rely more on rational cognitive ability to analyze andstudy the teaching system and its process, with rational reasoning and judgment, toselect and determine the final teaching scheme. Therefore, the rational ofinstructional design plays an important role when instructors conduct instructionaldesign activities, without the rationality of instructional design, instructional designwould be difficult to proceed smoothly, it is difficult to eventually develop teachingscheme, teaching will be difficult to conduct smoothly.However, when practice the primary and secondary teaching in reality, teachersoften show two contradictive aspects of the instructional design rationality, one aspectis a lack of rationality, not able to conduct scientific, reasonable instructional design;the other aspect is the impropriate rationality orrational transgression, can noteffectively play the roleof instructional designor to exaggerate the role of instructionaldesign.This paradox is certainly result in the lack of teachers themselves, with limitedrational ability, but also closely related with teachers holding an incorrect view ofinstructional design. Primary and secondary school teachers often hold a rational viewof the absolute instructional design that by virtue of reason, one can make the perfectinstructional design, for all the aspects of teaching, for each procedure and behavior inthe teaching process, optimize the design and arrangement, work out the perfectdetailed teaching scheme, and only by implementing this scheme strictly, one canensure that teaching effectiveness can be highly optimized. This led to a more detailedscheme of instruction, more fancy courseware, more skilled use of technology. However, it is undeniable that this improving instructional design did not significantlyimprove the universal teaching quality, but led to increasingly rigid instructionaldesign and technicalization, increasingly utilitarian and dogmatic of teachingactivities. Instructional design has completely become a tool and technical work. Inthis case, we need to study the rationalityand limitation in instructional design, toreflect and reconstruct the current teachers’ instructional design view.According to the systems theory, human society is constituted by many large andsmall systems, some are simple, others are complex. A complex system is differentfrom a simple system in many features, such as nonlinear, disorder, uncertainty,evolutionary, emergence, and so on, the presence of these featuresmaking theunderstanding, prediction and controlof the complex systemsan extremely difficult orevenimpossible task.The pastsimple paradigm of human can only solve therecognition, prediction and control problems of simple systems. For complex systems,Famous contemporary French philosopher, thinker Edgar Morin pointed out that thetraditional simple paradigm no longer applies, and should be replaced by complexparadigm. Teaching system is a complex system composed of many elements,withcomplex characteristicsshared with all the other complex systems. Teachers face sucha complex system, must know it, analyze it and design it properly with complexparadigm.In addition, human is never a purely rational animal, but a complex animal withrationality and irrationality coexistence and influence mutually, together play a role.In human history, countless designed masterpieces have never been completed solelyby rationality. Reason has its scope, irrationality has its scope, the two can not bemutually replaced, can only complement each other and influence each other. FamousAmerican economist, management scientists, psychologist, artificial intelligenceexpert and founder of design school Professor Herbert Alexander Simon pointed outthat due to the limitation of human knowledge and experience, our understanding andthe ability of analysis and computing is also limited, therefore, the reasonality islimited. Because of the limited nature of rationality, decision-makers can only makerelatively satisfied decision, but can not make optimal decisions. Similarly, because of teachers’ knowledge and experience is limited, their cognitive ability and analyticalskills are limited, the necessary information can be obtained during the instructionaldesign is limited, therefore, the rationality of instructional design is boundedrationality instead of absolute rationality, instructional design is also limited. Thelimitation of instructional design depends on the rational ability of teachers and thecomplexity of a teaching system, the teaching system complexity and rationality ofteacher himself together determine the limited nature of instructional designanddetermine the limits of instructional design. During instructional design, teachersshould not pursuit the out of reach optimal solution, but should seek to develop arelatively satisfied teaching scheme.After recognizing the limited nature and limits of rationality and instructionaldesign, teachers should establish an instructional design view based on the boundedrationality. The bounded rational instructional designview is short for the instructionaldesign view based on the bounded rationality, it refers to when teachers areconducting the instructional design, not only affirm the positive role of instructionaldesign, but also admit the limited nature of instructional design’s function, besides letthe rationality function reasonably and fully, make full use of irrational factors, tohave rationality and irrationality function together, to complete the task ofinstructional design, to develop relatively satisfied teaching scheme suitable forcomplex teaching system and in the implementation of educational scheme, tomaintain sufficient flexibility and sensitivity, adjust scheme according to the changeof situation. Teachers should conduct instructional design based on this boundedrationality view, use complex mode to analyze and think about teaching system, andto complete the instructional design work. This bounded rationality instructionaldesign view, whether for improving the quality of teaching, or for the promotion ofteachers’ individual professional developmentis of great significance. To developandestablish this bounded rationality instructional designview, on the one hand, thecurrent teacher educationand teacher training, inspection and evaluationsystem for thedaily school lesson plansand teaching the awardssystem will need to makesomechange; the other hand,as a teaching designer, teacher himself has tomake effortsin many ways.This paper adopts the research method of using a combination of qualitative andquantitative theory, a combination of theory and practice, conducts a in-depthcomprehensive analysis of the rationality of instructional design and its limits, to helpteachers establish a correct concept of rational instructional design, to improve thequality of instructional design work, and thus to improve the quality of classroomteaching.Introductory part of the paperdes cribes the paper’s background,significance, andsummarizes the relevant study of instructional design and its rational, and thenintroduces the research purpose, content, ideas and methods of this paper.The first chapter is "to define the concept and theoretical basis", in the conceptdefinition section, first sort out many views of design and instructional design, basedon this, the author presents her own definition; then sort out the concept of rationality,after the analysis of these concepts, the author presents her own definition ofrationality, and finally bring up the definition of the basic concept of rationalinstructional design. In the basic theory session, the author describes two theoreticalbasis, one is the complexity theory, complexity theory is the basic theory to studycomplex problems, the author first introduces the history and features of complexitytheory, then introduces its main ideas, which include the Moran complex paradigmand its principles, and the analysis of the various complex manifestations whencomplexity theory impacts the complex systems, finally, the author points out thetheory’s inspiration for this study; Second theory is Simon’s bounded rationality, theauthor first introduces the generation process and the main content of the boundedrationality, and finally pointed out the theory’s revelation significance for the study.Second chapter is "a historical review of instructional design", there are two parts:in the first part the author first reviews the historical development human designactivities, including the origin of human design activities and development stages, andthen reflects on human design activities and their development. The second part firstlysorts out the historical development of instructional design, then summarizes andreflects on the characteristics of the historical development of instructional design. The third chapter is the "the investigation of current situation in primary andsecondary instructional design", the paper investigates the current situation in primaryand secondary instructional design in our country from two perspectives, one is toinvestigate the primary and secondary teachers, including using questionnaires,interviews and checking lesson plans, to understand their understanding ofinstructional design and the behavioral features to conduct instructional design; thesecond is to analyze the teachers’ classroom behavior via watching the teachingvideos in primary and secondary schools, in order to indirectly understand theteachers’ conduct of instructional design. In the final session, the paper summarizesthecurrent situation in primary and secondary instructional design, and analyzesteachers’ instructional design view.In Chapter IV,"the complexity of the teaching system and the limits ofinstructional design", based on the reflective criticism of simplicity and absoluterationality, first analyzes education systems and the complex performance of theteaching system, second is to bring up the limited nature of instructional design,analyze the significance of the limited nature of instructional design, then analyze thelimited manifestation of instructional design, finally discuss the limits of instructionaldesign andits problem.Fifth chapteris "bounded rationality based instructional design concept and itsimplementation path," first discusses themeaning, content and significance ofbounded rational instructional design, and how to establish this kind of boundedrational instructional design, then pointed this out four principles when conductinginstructional design under the guidance of the bounded rational instructional,including the principle of targeting relative satisfaction as the goal, science-basedprinciples rather than empirical principles, the principles of collaborativerationalityand irrationality, and the principles to unite the pre-designand generation.Conclusion of the paper summarizes the main research work in this paper, andthen point out the shortcomings of this study, and finally illustrate the prospects forfuture research.更多还原