一种设计型学习的教学设计框架--基于美国高中“可持续发展”的课例分析  

An Instructional Design Framework of Learning by Design——based on "Sustainable Development" Curriculum of American High School

作　　者：曹东云[1,2] 谢利民[3] 

机构地区：[1]江西师范大学课程与教学研究所 [2]上海师范大学教育学院 [3]上海师范大学学科教育研究所

出　　处：《外国中小学教育》2012年第12期56-60,共5页Primary & Secondary Schooling Abroad

基　　金：教育部人文社会科学研究青年项目“远程学习者的目标管理能力标准及提升策略研究”(项目编号:10YJC880010);江西省高校“十二五”重点建设学科(教育技术学)专项资助[赣教研字[2011]12号]研究成果之一

摘　　要：设计型学习是基于设计项目的学习活动,国外学者在利用其提升创新能力方面做出了长足探索。本研究在明确设计型学习的内涵、运作机制的基础上,结合美国高中"可持续发展"的课例,提炼了融合设计-探究循环、迭代设计、基于案例推理思想的教学设计框架,尝试为国内应用设计型学习方式提供实践依据。Learning by Design is a kind of learning activity based on design project. Foreign scholars have explored it as a meaningful method in enhancing creative ability. This paper clarifies the connotation and operating mechanism of Learning by Design. Based on ＂Sustainable Development＂ curriculum of American high school, it refines an instructional design framework directed by the theories of Design-Investigate Cycles, Iterative Design and Case-Based Reasoning. It tries to provide a practical basis for the application of Learning by Design in China.

关 键 词：设计型学习 教学设计框架 美国 高中 可持续发展 课例分析 

分 类 号：G632.4[文化科学—教育学]