I have heard many famous artists say that many people in the world actually have only ideas but no definite opinions, and their ideas are mostly influenced by others; Some people have opinions, but their opinions are not recognized by others for many reasons, and ultimately they cannot become * * * knowledge; A few people have their own opinions, and they can sell their opinions to others for acceptance and recognition, thus forming * * * knowledge points, which may often achieve a certain degree of success; Further, very few people will deepen this view into a theory, and they may write books to spread their own theories and become famous for a while; There are also very few who will go further on the basis of theory and combine various theories to create their own models. Such people will often go down in history and leave their mark on the development history of a certain subject. Try to think back and find several reasons. The masters we are familiar with now are often associated with their own groundbreaking theoretical models and formulas. The same is true of curriculum development, a new discipline. The following briefly introduces several common curriculum development models.
ADDIE is a systematic teaching method. Mainly includes: what to learn? (formulation of learning objectives); How to learn? (Application of learning strategies); And how to judge that learners have achieved learning results? (Implementation of learning assessment). In the five stages of ADDIE, analysis and design are the premise, development and implementation are the core, and evaluation is the guarantee. The three are interrelated and inseparable.
The five letters "ADDIE" stand for "analysis-analysis", which makes a series of analysis on the behavior goal, task, audience, environment and performance goal to be achieved in teaching. Design-design, the curriculum design for the teaching activities to be carried out. Development-development, aiming at the designed curriculum framework and evaluation methods, the corresponding curriculum content writing, page design, testing, etc. Implement-implement, teach and support the developed courses. Evaluation-evaluation, which evaluates the completed teaching courses and the learning effect of the audience. Of course, many course developers put forward the iterative model of ADDIE-M(M stands for maintenance), that is, after the evaluation is completed, it is constantly updated and adjusted according to the learning effect.
In the stage of requirement confirmation, ADDIE emphasizes "knowing" and more information transmission in the confirmation of curriculum development objectives. In the demand confirmation, ADDIE uses questionnaires, interviews, telephone calls and other forms to understand the needs of objects, organizations and courses, and curriculum developers summarize, refine and design curriculum development plans. This form needs to be carried out for a long time, and course developers have high professionalism and summary ability. At the same time, ADDIE emphasizes "confirming requirements", and different roles will express different requirements from different angles and adopt expert development technology.
In the design and development stage, ADDIE must be developed step by step, and pay more attention to systematicness, rigor, logic, detail and comprehensiveness in essence; In terms of development ideas, ADDIE's idea in content design is "addition", and the course needs to do a lot of preliminary content design, including concepts, principles, processes, cases, tools, exercises and so on. For the evaluation of grades, ADDIE has a special link in the final acceptance evaluation, that is, the evaluation stage, and the evaluation of grades focuses more on the knowledge, skills and attitude of the course content.
In the practical application of ADDIE model, there have been many difficulties in recent years. For example, many enterprises will not strictly follow the steps in curriculum development, but make various changes in the process; Under the ADDIE model, high-quality courses need to be developed strictly through established processes, which takes a long time, and the market may have changed in the process; Courses developed by ADDIE are often comprehensive, and developers pay little attention to learners' learning needs and experiences. ADDIE development courses often face the problem of "those who know the development technology don't know the specialty and those who know the professional knowledge don't know the development technology" in actual operation, and the quality of the courses is often not high. With the problems of these columns, many models have been derived from ADDIE, and SAM agile iterative model is the most widely used one.
From the characteristics of the model, SAM is a multi-period iterative model. From the flexibility of operation, if there is an error or fails to meet expectations in the later stage of SAM mode, you can directly go back to the previous design stage and re-iterate the test. In terms of complexity, SAM model has only three stages and eight steps, which is light and concise.
In the stage of requirement confirmation, SAM emphasizes "doing" and "doing well" on development goals, and pays more attention to solving practical problems. In the requirement confirmation, SAM takes the form of cognitive initiation meeting. The cognitive start-up team includes not only performance controllers, content experts (internal experts), budget controllers, project managers and sample designers, but also managers, target students and recent trainees. When designing the course structure and content, all possible disputes are solved face to face on the spot, which makes efficient use of time and meets the needs of all aspects. In the way of confirmation, SAM used sample drawing technology and team development at this stage. The demand survey includes demand, goal, sketch and development plan, which is jointly developed by technical experts, students and managers. Team development technology makes the risk of curriculum development lower, the process simpler and the result more effective.
In the course development stage, SAM technology is the ultimate iterative process in the design and development process, and its essence is agile, iterative, efficient and simple. In terms of design and development, SAM's idea is "subtraction", which minimizes the number of processes and directly solves practical work problems.
In the evaluation stage, from the beginning of the evaluation process, SAM repeatedly evaluated from the beginning, from loose and general to the first structuring of standard design, constantly revised the course results, reducing the evaluation work when the results were delivered. Judging from the evaluation content, the focus of SAM's performance evaluation is not the integrity of content elements or interactive details, but more concerned with the effectiveness of challenges and activities. In terms of development time, SAM can quickly adapt to the changing needs of the market in just one or two weeks. In terms of learning experience, Sam's agile iterative curriculum development technology pays more attention to learners' learning experience, and from the very beginning, it is devoted to how to integrate real scenes into curriculum design, so as to make the curriculum closer to practical work and help learners improve their work more effectively. SAM can use decomposition technology, raise wisdom through multiple iterations of different roles, and extract precipitated experience through cross iterations to improve the quality of the course in an all-round way.
Theoretically speaking, ISD model is concise, orderly and scientific, which can effectively understand the development of enterprise training courses. However, in practice, because the theoretical circle draws lessons from vocational education and academic education, it is still very different from business training directly aimed at enterprises. Therefore, if enterprises want to use it, they must flexibly use ISD model according to different conditions and different needs, so as to design the best training courses. If you want to study and understand deeply, you can read Gagne's Principles of Teaching.
HPT(Human Performance Technology) model was published by the International Performance Improvement Association 1992, which is a series of extensive intervention measures implemented by applying the theories involving behavioral psychology, teaching system design, organizational development and human resource management. Therefore, it emphasizes the strict analysis of the current and expected performance levels, finds out the reasons for the performance gap, provides a large number of interventions to help improve performance, guides the change management process and evaluates its results.
Of course, there are many models of curriculum development, and the above four models are more common and widely used. There are many applications, such as CBET model, Hall model and Nadler model. In addition, there have been many creative models in China in recent years. Here are two kinds.
The name CDOS is taken from the initials of four English words (Curriculum Design Operation Standard) and was created by Mr. Jia Peng. The whole theoretical system is based on three basic assumptions: hypothesis 1- process hypothesis. To produce a controllable training effect, the training course must meet at least one of the following two conditions: first, the training course itself is a part of the process task, and second, the training course provides students with a process to complete the task. Hypothesis 2-stimulation hypothesis, only stimulation (conflict, change and problem) can promote a person's learning and change; Assuming that the 3-5 model is adopted, the whole process of curriculum design and development can be summarized as a ring structure composed of five modules, namely, analyzing the requirements, sorting out the structure, resolving the complexity, guiding the audio-visual and tracking the effect. In addition, CDOS has four very important basic concepts: process, conflict, change and problem. Process, that is, the controllable value-added process from input to output. Conflict is an unacceptable situation or an unexpected situation. Change, that is, differences based on comparability. The problem is uncertainty. The process mainly involves the training behavior of organizations. The three concepts of process, conflict and change are collectively called "stimulus", which mainly involve students' personal learning behavior. Yu Jiapeng has published a book "Curriculum Design and Development: A Learning Manual for CDOS", which can be consulted by friends who want to know more.
The fast and efficient curriculum development model is a set of curriculum development process based on problem solving, which is deeply optimized by Qiu Wei on the basis of ADDIE model. The FAST model divides curriculum development into four steps, and each letter represents one of them. F (focusing problem) focuses on the problem, A (aggregation method) focuses on the practice result, S (selection instruction) focuses on the teaching method, and T (deformation result) optimizes the result to promote high-quality products. Teacher Qiu Wei published the book "Fast and Efficient Curriculum Development: A Practical Manual for Trainers' Growth", which contains a large number of tools, methods and examples of enterprise curriculum development, which has a strong practical guiding significance.
For curriculum development, some people have a soft spot for one method and model, while others tend to absorb the strengths of many schools. In fact, there is no difference between good and bad, just like the battle of Juxianzhuang in Qiao Feng in Eight Dragons, with the most common Taizu long fist, let the heroes of the world run away. It can be seen that if a method is skillfully applied to a certain extent, it can achieve a very ideal state. Of course, in the current environment of rapidly changing organizational structure and constantly updating business model, the problems faced by training courses are endless, so various methods and technologies may be more conducive to quickly responding to organizational needs and developing courses that help solve practical problems!