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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4719
Title: 综合学习的十个步骤* 教学与教学设计的新方式 [Ten Steps to Complex Learning - A New Approach to Instruction and Instructional Design]
Authors: Kirschner, Paul A.
Van Merriënboer, Jeroen
Keywords: 4C-ID
Instructional Design
Issue Date: Sep-2012
Publisher: China Academic Journal
Abstract: Complex learning aims to integrate learners’ knowledge, skills and attitudes and to facilitate the learning transference and elastic application. Complex learning is a sort of holistic-oriented design, by which three common problems in atomistic design, namely, compartmentalization, fragmentation, and the transfer paradox, could be solved. The framework of complex learning contains four elements: designing learning tasks, designing supportive information, designing procedural information, and designing part-task practice. In addition, the framework is matched with six operational sectors, including sequencing task classes, setting performance objectives, analyzing cognitive strategies, analyzing mental models, analyzing cognitive rules, and analyzing prerequisite knowledge. As the nature of complex learning, dynamic recycle and need-based design reflect its instructional characteristics concerning the whole-task learning and appropriate guidance.
Description: Kirschner, P. A., & Van Merriënboer, J. J. G. (2012). 综合学习的十个步骤* 教学与教学设计的新方式 [Ten Steps to Complex Learning - A New Approach to Instruction and Instructional Design]. Contemporary Teacher Education, 5(3), 34-41.
URI: http://hdl.handle.net/1820/4719
ISSN: 1674-2087
Appears in Collections:1. LC: Publications and Preprints

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