分类学框架下成果导向的教学设计
辽宁工程技术大学, 电气与控制工程学院, 辽宁葫芦岛 125105
| 摘 要： | 教学是有目的和合理的行为。教学中的目标是对学生学习结果的期望，是教学目的性的表现；以学习成果为导向设计教学中的目标、教学活动和评估时，教师通过评估能够证明其所教正是学生所应学，是教学合理性的表现。针对目前专业课程教学中存在的较多教学内容与有限课时之间的矛盾，文中研究了以保证教学质量为前提的教学活动的设计方法，以及能够反映教学效果的学生学习成果的评估方法。在具有知识和认知过程两种属性的目标分类学框架下，以工科院校的电力系统分析课程为例，本文用教学案例的形式呈现了体现教学目的性和合理性的教学设计，并对目标、教学活动和评估设计的合理性以及三者之间的一致性进行了分析、研究和改进。该教学设计已被应用于辽宁工程技术大学电气工程及其自动化专业的本科教学中，受益面包括多个年级的几百多名学生。教学实践表明，在使用该教学设计以后，学生在课堂上的参与程度与活跃程度均大大提高，并减少了期末考试前纠缠教师划范围以及突击复习等不良情况的发生，相应地在一定程度上促进了教学质量的提升。由此看来，分类学框架下成果导向的教学设计具有科学性和创新性，以及较高的推广应用价值。 |
| 关 键 词： | 分类学框架; 成果导向; 教学设计; 目标; 教学活动; 评估 |
| DOI： | 10.57237/j.edu.2022.02.005 |
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收稿日期: 2022-11-10
接受日期: 2022-12-29
在线出版日期: 2023-01-05
An Outcome-based Instructional Design Within the Framework of Taxonomy
School of Electrical and Control Engineering, Liaoning Technical University, Huludao 125105, China
| Abstract: | Instruction is the behaviour with purposes and reasons. The objectives in instruction are the expectations of learners’ learning results, which expresses the purposes. When the objectives, teaching activities and assessment in instruction are designed based on learning outcomes, educators are able to prove by this assessment that what they educate is exactly what learners should learn, which expresses the reasons. Being aimed at the contradiction between more teaching contents and less class hours in specialized courses at present, in this article are researched the method of designing teaching activities on the premise of ensuring instruction quality, and the method of assessing learners’ learning outcomes which is able to reflect instruction effectiveness. Within the framework of objectives taxonomy constructed by the two attributes of knowledge and cognitive processes, taking the course of Power System Analysis in polytechnic universities as an example, in this article an instructional design which reflects the purposes and reasons of instruction is presented in the form of instruction cases, and the rationality of the design of the objectives, teaching activities and assessment is analyzed, researched and improved, and also is the consistency between the three of them. This instructional design has been applied to the undergraduate instruction in the specialized subject of electrical engineering and automation at Liaoning Technical University, from which hundreds of students in multiple grades are benefited. These instructing practices illustrate that with its application the engagement and activity of students in class activities are all improved significantly, such negative situations as the scope delineation by pestering educators and the cramming of students for final examinations are reduced. And also, the improvement of instruction quality is accordingly promoted to some extent. Consequently, the outcome-oriented instructive design within the framework of objectives taxonomy has been proved to be scientific and innovative, and it can be highly spread and applied to other educational practices. |
| Keywords: | The Framework of Taxonomy; Outcome-based Education; Instructional Design; Objectives; Teaching Activities; Assessment |
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