程序教学法的形成、要义、实验及当代价值  

Formation,Essence,Experiment and Contemporary Value of Programmed Instruction Method

作　　者：缪学超[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《课程．教材．教法》2015年第7期101-107,共7页Curriculum，Teaching Material and Method

摘　　要：20世纪60年代,美国中小学掀起了试行程序教学法的热潮。程序教学法强调教学目标行为化、教学过程科学化、把机器作为教学中介、五要素保障教学效果,其新颖的教学方式受到了英国、德国、日本、苏联等国的追捧。1963年程序教学法开始输入我国并进行初步试点实验,虽然实验时间短暂却影响广泛,当代教学改革仍能从程序教学法中获得诸多启示。In the 1960s, the primary and middle schools in America raised a hot wave of programmed instruction method. The essence of programmed instruction method includes behavioral teaching objectives, scientific teaching procedures, machine as mediation of instruction and five elements ensuring teaching effect. This new teaching method was welcomed by England, Germany, Japan, the Soviet Union, etc. In 1963, the programmed instruction method was introduced into China and conducted experiments in some schools. Although the experiment time is short, it produced influences widely. Contemporary teaching reform can still gain some inspirations from the programmed instruction method.

关 键 词：程序教学法 形成 要义 实验 当代价值 

分 类 号：G424.1[文化科学—课程与教学论]