10步骤的10+问题——与《综合学习设计》作者的对话

10 Steps to 10+ Questions: Interviews with the Authors of Ten Steps to Complex Learning

国际教学设计研究自20世纪90年代起开始转型，其中心也不再仅仅局限于教学设计研究的发源地美国。本访谈将要介绍的就是来自荷兰的当代国际著名教学设计专家和教育技术专家范梅里恩伯尔和基尔希纳，着重了解他们团队提出并持续20余年不断完善的"综合学习设计及其十个步骤"，具体体现在《综合学习设计：四元素十步骤系统方法》一书中。两位作者曾经非常深刻地概括过这一理论的特质是：聚焦综合学习，以学习理论为厚实基础并采用高度灵活的设计方法，以有效解决当前教育培训领域的三大痼疾：学习任务分割化、学习内容碎片化和学习迁移悖论，并以此为教学设计的复兴作出贡献，回应瞬息万变知识社会的教育需求。综合学习设计代表了一种新的教学设计方法论，值得注意的是，梅里尔的"五星教学设计(首要教学原理)"和范梅里恩伯尔等的"综合学习设计(四元教学设计)"不约而同地于2002年发表在国际教育技术权威刊物《教育技术研究与发展》上。严格地说，它们不是一两个个别的理论或者模型，而是一股有着共同旨趣和追求、前景广阔的教学设计新潮流。由盛群力主持翻译的《综合学习设计：四元素十步骤系统方法》( 下文简称《综合学习设计》)已经由福建教育出版社正式出版(当代前沿教学设计译丛，2012年7月)。正像梅里尔对这一理论做出的评价那样："《综合学习设计》一书是设计有效教学的绝佳宝典，综合学习设计有助于教学达到有效果、有效率和有学习参与热诚的境界。"十个步骤融合了"问题教学"与"直导教学"的各自优势，对当前不尚空谈、务实探索的各种已有成果进行了绝妙综合。美国南加州大学洛杉矶分校认知技术研究中心教授、著名教育技术专家理查德·克拉克曾经这样感叹道："《综合学习设计》代表了一种非常综合的方法，即既有最佳实践的依据，又有可靠研究的支撑，体现了有关学习、培训与迁移研究的现有水准，任何涉足教学、公司培训或者培训系统管理的人士阅读本书都是明智的选择。"我们则认为，《综合学习设计》系统反映了当代国际教学设计一流研发团队的最新应用成果，是将教育技术先进生产力转化为教学实践效益的可贵尝试。如果您立志为面向完整任务、聚焦解决问题与实现学习迁移而开展教学;如果您希冀了解教学设计潮流，开发创生性人力资源，探索促进专业成长的道路，那么，就请和我们一起"浸入"！

We have witnessed a transformation in the international studies of instructional design. The field was decentralized or multi-centralized rather than limited in its cradle land, United States. Researchers from other countries made great contributions and started to play leading roles. This interview with Professor Van Merrienboer and Professor Kirschner, top researchers from the Netherlands, who are internationally renowned in the fields of instructional design and educational technology. Their theories focused on the work of "complex learning and ten steps"developed and improved continuously by their research team in the past two decades, especially in their co-authored book Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design. The authors summarized the characteristics of the model as follows: The model focused on the integrated and complex learning, based on learning theory, used flexible design approaches to solve the three common problems in education and training, namely, compartmentalization, fragmentation, and the transfer paradox, contributed to the revival of instructional design, and met the need of education in the ever-changing knowledge societies. Complex learning design presented a new method of instructional design. And it is noticeable that Merrill's "Fivestar Instructional Design"( First principles of instruction) and Van Merrienboer's " Complex Learning Design" (Four-Component Instructional Design) were coincidentally published in Educational Technology: Research & Development (ETR&D) in 2002. And it was not only one or two individual theories or models; actually, it was a new trend of instructional design powered by common interests and pursuits, with a promising prospect. This paper was based on the two e-mail interviews with Van Merri刈nboer and Kirschner. And their well-claimed book Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design has been translated into Chinese by Qunli Sheng et al. and published by Fujian Education Press ( Series of Contemporary Instructional Design Frontiers, July 2012). We believe that Complex Learning Design is one of the best books ever published in the field of instructional and training design. It provides the latest progress in academic research and valuable guidance on practical improvement in a well-structured, lucid, and attractive text.