再论“首要教学原理”(上)  

First Principles of Instruction Revisited(I)

作　　者：戴维·梅里尔 肖莉(译)[2] 盛群力(校)[3] David Merrill;Translated by Xiao Li;proofread by Sheng Qunli(Utah State University,Logan,UT,USA 84322;Wuhan Institute of Shipbuilding Technology,Wuhan,Hubei,China 430050;College of Education,Zhejiang University,Hangzhou,Zhejiang,China 310058)

机构地区：[1]犹他州州立大学,美国犹他州洛根84322 [2]武汉船舶职业技术学院,湖北武汉430050 [3]浙江大学教育学院,浙江杭州310058

出　　处：《数字教育》2023年第3期86-92,共7页Digital Education

基　　金：国家自然科学基金项目“基于智能教学系统的精准教学模式与发生机制研究”(61977057)。

摘　　要：“首要教学原理”是戴维·梅里尔在2002年提出的。他认为,实施这些原理将会带来效果好、效率高、参与度高的教学。这些原理及相关推论都是梅里尔试图开发的一种处方性教学设计理论。自2002年发表了第一篇论文之后,他随后在多篇文章中阐述了这些原理及其实施方法。本文汇集了关于该理论较为重要的阐述,包括其历史背景和理论基础、“首要教学原理”概述、教学策略的效能水平、测评复杂问题解决表现面临的挑战、基于“首要教学原理”的“波纹环形教学设计模型”、对现有教学质量的评估及一些探讨首要教学原理应用的收益和制约因素的研究。First Principles of Instruction were introduced by the author in 2002.He asserted that implementation of these principles promotes effective,efficient,and engaging(e3)instruction and that failure to implement these principles results in less effective,less efficient,and less engaging instruction.These principles and their corollaries are Merrill’s attempt to develop a prescriptive theory of instructional design.He subsequently elaborated these principles and their implementation in several articles since the initial paper.This chapter brings together some of the more important elaborations of this theory including its historical background and rationale,a summary of the First Principles of Instruction,levels of instructional strategy,the challenge of measurement for complex problem-solving performance,the Pebble-in-the-Pond model for instructional design based on First Principles of Instruction,assessing the quality of existing instruction,and a summary of some of the research exploring the benefits and constraints of applying the First Principles of Instruction.

关 键 词：教学设计 教学设计理论 教学内容 教学互动 教学策略 问题解决 以问题为中心 明理—示例—答问—练习 识别实例 执行步骤 

分 类 号：G4[文化科学—教育学]