1.ISD model
1)ISD model introduction
ISD (Teaching System Design) model, that is, teaching systematic design, is a theory and method based on communication theory, learning theory and teaching theory, using the viewpoint and knowledge of system theory to analyze the problems and needs in teaching and find the best answer from them.
(1) analysis
Analysis of Teaching Content, Learning Content and Learner Characteristics
(2) Design
Design learning resources, learning scenarios, cognitive tools, autonomous learning strategies, management and services.
(3) development
Develop courses according to the design content.
(4) implementation
Implement training according to the results of curriculum development.
(5) Evaluation
Evaluate the developed courses and form an evaluation report.
2) An example of organizing ISD model design.
The following figure is an example of ISD model applied to organizational training.
2.HPT model
HPT (Human Performance Technology), that is, performance technology model, obtains expected personnel performance by determining performance gap and taking effective and efficient intervention measures. This model emphasizes the choice of low-cost, high-yield and high-efficiency methods to solve problems.
The operation steps of HPT model are as follows:
3.CBET model
CBET (competency-based education and training model), that is, competency-based education and training model, starts from the vocational training of skilled workers and is based on professional posts, and defines the teaching basis, teaching objectives and evaluation criteria of this model.
Ability can be motivation, characteristics, skills, self-image, one aspect of social role or all the knowledge used. Therefore, ability is the quality preparation needed to perform duties. Through training, human potential can be transformed into ability.
The development and implementation process of school-based curriculum of CBET mode is shown in the following figure:
CBET takes the ability required for a certain job as the standard for developing courses, and the purpose of training is to enable learners to acquire relevant abilities. The concept of competence embodied in CBET model is the concept of task competence, which regards tasks or the superposition of tasks as competence, but its application has its limitations.
The guiding ideology and curriculum development method of CBET model show that different types of talents have different training specifications and curriculum models, so there is no unified teaching standard without departing from the characteristics of talents. When applying CBET model to organizational training, the following three elements should be considered:
4. Adi model
ADDIE model includes three aspects, that is, what to learn (the formulation of learning objectives), how to learn (the application of learning strategies) and how to judge whether learners have achieved learning results (the implementation of learning evaluation). The process and content of ADDIE model are as follows:
5. Dakoum model
Developing curriculum model is a systematic method to determine various comprehensive abilities and corresponding special skills needed by a profession through job analysis or task analysis.
DACUM table is a two-dimensional chart composed of various comprehensive abilities (task areas) and corresponding professional skills (single tasks) required by a position, which describes the objectives of professional curriculum development and various requirements that must be met in engaging in this position. Among them, "row" represents special skills and "column" represents comprehensive ability.
DACUM includes four contents: name, task domain, single task and task completion evaluation standard. The process of task analysis with DACUM method is as follows:
DACUM method is suitable for the regeneration skills with fixed procedures and repetitive features in the process of activities, such as drilling. However, for activities that need to have a certain theoretical basis and show flexibility and flexible creative skills (such as solving process problems), DACUM model will have certain difficulties in use.
The Second World Famous Curriculum Design Model
1. Taylor Curriculum Design Mode
Taylor is the representative figure of goal mode, which is the mainstream mode of curriculum design. Based on the planning and design of curriculum, Taylor put forward the curriculum theory with the determination of educational objectives as the core.
Taylor's curriculum design principles are as follows:
1) forms the course objectives.
At the beginning of curriculum design, we need to answer the question of "what educational purpose is achieved", that is, to determine the curriculum objectives. The determination of curriculum objectives needs to consider the needs of students, society and disciplines, and synthesize these needs to form temporary curriculum objectives. From two aspects of educational philosophy and learning psychology, the temporary curriculum objectives are screened, and then the accurate curriculum objectives are formed. Accurate course objectives should be small and important.
2) Choose a learning experience
The choice of learning experience is to determine what kind of learning content or activities need to be provided in order to achieve the previously determined course objectives.
3) organizational learning experience
After choosing a lot of content or activities, we need to answer the question "How to organize these learning experiences effectively", that is, to organize learning experiences. The process of organizing learning experience is to properly distribute and integrate the selected contents or activities, arrange a reasonable learning order, and form teaching materials to guide learning activities.
4) Guide the learning experience
The stage of guided learning experience involves the development of actual teaching activities, that is, the course is guided by teaching materials or activities and teachers, so that students can learn.
5) Evaluate the learning experience
After a period of study, it is necessary to evaluate the study that has been carried out to judge whether the teaching objectives have been achieved and provide information support for the subsequent curriculum improvement, adjustment or abandonment.
2.Taba curriculum design mode
Taba's curriculum design advocates systematic, objective and research-oriented methods. Taba improved Taylor's four-stage model of curriculum design into a seven-step model, focusing on three levels: goal, learning experience and evaluation, which is the same as Taylor's. The seven-step model of Taba curriculum design is as follows:
The fundamental purpose of this model is to cultivate students' thinking ability, that is, to teach students how to think. Teachers should avoid providing students with a complete set of summaries prepared in advance, and should let them learn to process information independently and form their own summaries. This model is process-oriented and advocates the formation of various types of reasoning through observation.
3. Ferrer curriculum design mode
Recognizing that Taylor's curriculum design model is linear and lacks feedback, Ferrer improved it and put forward a circular model, as shown below:
4. Cole's curriculum design model
Cole put forward a goal model with practical value and rich content, which includes four components, namely, goal, knowledge, learning experience and evaluation. Cole's curriculum design model is as follows:
1) target
Students' development, needs and interests, social situation, subject nature and learning form are the sources of establishing goals. At the same time, cognition, emotion and skills should also be considered when setting goals.
2) knowledge
The elements of knowledge come from the basic concepts and research methods of various disciplines, and the principles of integration, repetition and order are the standards for constructing knowledge.
3) Learning experience
Learning experience comes from the interaction between learners and situations. With the participation of various senses and bodies, learners' learning effect will be more profound and lasting.
4) Evaluation
The purpose of evaluation is to confirm whether the goal has been achieved. The data to be collected for evaluation includes the feasibility of the target, the consistency of content and methods, the needs and achievements of learners, etc. Testing, interview, evaluation, etc. They are all evaluation methods.
The deficiency of Cole's curriculum design mode lies in the lack of dynamic function between learning experience and evaluation. Only with the help of implementation can the objective course content learned by learners be transformed into subjective performance for evaluation.
5. Lancome curriculum design mode
The curriculum design model proposed by Lang Cui advocates that curriculum development should go through four stages: setting goals, learning design, evaluation and improvement, and each stage is divided into several detailed steps. Lang Cui's curriculum design model is as follows:
6. Zhan Sen curriculum design mode.
Zhan Sen's curriculum model regards curriculum as the output of curriculum development system and the input of teaching system, and defines curriculum as "a series of expected learning results with structure".
Zhan Sen's curriculum concept model is as follows:
Zhan Sen later improved his model to P-I-E model, that is, planning, implementation and evaluation. When Zhan Sen's Sun Yicheng concept is applied to curriculum and teaching, it is divided into five elements, namely, goal setting, curriculum selection, curriculum structure, teaching rules and technical evaluation.
7. Wacker course practice mode
WACKER's natural model butler's target model is more flexible, and the target is less important in WACKER's natural model. Wacker's natural design model is as follows:
8.Spock curriculum design system
Skibeck's curriculum design model belongs to situational analysis model, which is a compromise model between goal model and process model. His curriculum design process framework includes five parts: situation analysis, goal formation, curriculum setting, explanation and implementation, monitoring, feedback, evaluation and reconstruction, as follows:
1) situation analysis
Situation analysis and feasibility of course design. At this stage, curriculum designers need to collect information including relevant education system, basic information of teachers and basic information of learners, and answer "What are the problems and needs of the curriculum? How do we deal with them? " This central problem.
2) Goal formation
The result of situation analysis is the premise of goal formation.
The goal description includes the actions of teachers and students (not limited to behavior orientation), expected learning outcomes, etc.
The types of goals include general goals, specific goals, short-term goals and long-term goals. These goals imply designers' preferences, values, judgments, priorities and priorities.
3) the establishment of the curriculum
The curriculum includes designing teaching activities (content, structure and methods, scope and order), teaching materials, suitable environment, personnel deployment and role definition, time arrangement and the supply of other resources.
4) Interpretation and implementation
Explain and implement the problems encountered in the course conversion, because the introduction of the course may lead to the question of acceptance. Designers should be prepared to deal with possible uncertainties and deal with problems such as confusion, conflict and indifference.
5) Monitoring, feedback, evaluation and reconstruction
The main work at this stage is to design a monitoring and communication system, build an evaluation program, deal with the implementation of continuous evaluation, and ensure the continuity of the course design process.
At this stage, the designer's evaluation focuses on two aspects: one is to evaluate learners' learning potential and performance; The second is to evaluate the process of curriculum design and implementation. The evaluation results will be the basis for discussion, reflection and action.
9. Deakin Curriculum Design Model
Deakin curriculum design is an action research model, mainly referring to the critical action research model proposed by Deakin University in Australia.
The action research of Deakin model constitutes a series of reflection spirals, including four "process moments", namely, universal planning, action, observation action and reflection action. The purpose of this model is to encourage discussion and continuous practice among participants.
Deakin's action research model is as follows:
Deakin's action research model is analyzed as follows:
Disclaimer: The article comes from the Internet, and the copyright belongs to the original author. If the videos, pictures and words used in this article involve copyright issues, please let us know as soon as possible. We will confirm the copyright according to the certification materials provided by you, and pay the remuneration according to the national standards or delete the content immediately.
\ End \