教育學報



對於傳統教法設計理論的嚴重挑戰──建構主義的教學涵義簡析

1997.第25卷第2期(Vol. 25 No. 2).pp. 81–97

 

對於傳統教法設計理論的嚴重挑戰──建構主義的教學涵義簡析

A Critical Challenge to Traditional Theories of Instructional Design: A Preliminary Analysis of the Implications of Constructivism for Instruction

鄭毓信、黃家鳴(Yuxin ZHENG & Ka-Ming WONG)

摘要

傳統的教法設計(instructional design),廣義地說,是指通過目標分析而設 計出一定的教學程序和方法以保證特定目標的實現。顯然,教法設計是一定的教學理論或思想的集中體現,而其最終基礎則又直接涉及到關於學習 活動和知識本質的認識。為此,學習理論和知識觀的革命性變化就必然會導致教法設計基礎理論的重要變革。就世界範圍而言,教法設計理論現正 經歷者這樣的變革。對這一發展的特定背景、主要特徵和合理前景作出綜合的分析就是本文的主要內容。

Abstract

Generally speaking, traditional instructional design refers to the design of specific instructional methods and procedures based on the analysis of educational goals and targets, so that the attainment of specific targets can be guaranteed. Obviously, instructional design is a focused manifestation of specific educational theories and thoughts, and its ultimate foundation pertains directly to the understanding of the nature of learning processes and of knowledge. For this reason, revolutionary changes in learning theories and epistemology will inevitably lead to crucial changes in the foundational theories of instructional design. Theories of instructional design are now experiencing such changes worldwide. This paper is an attempt to analyze the specific background, main characteristics, and feasible prospects of such changes.