Praxis of Instructional Systems Design on Teaching and Curriculum Development

以系統化教學設計實踐教學與課程發展

根據Dick，Carey，和Carey (2005) 的系統化教學設計理論，作者為一所美國學校二年級學生設計教材。研究目的在於檢驗系統化模式設計教材與教學的效果，經由實證教學與評鑑，其結果敘述如下：1. 圖像有助於學生學習的興趣。\r2. 故事敘說可以作為編纂教材的方式。3. 學生在門檻行為測驗中，獲得92％正確率，表示6位受試者具備學習的基本能力。4. 預測正確率為54％，而置入式測驗的正確率提高到85％，表示教學過程的練習具有及時的效益。\r5. 預測正確率為54％，而後測正確率提升為89％。正確率的明顯提升，證明系統化模式能實踐有效教學與課程設計。

According to Dick， Carey， and Carey’s (2005) instructional systems design (ISD) theory， the authors designed instructional materials for second graders in an American school. The research project applied the essential components of instructional systems design to develop teaching contexts for comparing the life styles of modern and primitive societies. The purpose of this project was to examine the effect of the systematic approach in designing teaching materials and learning outcomes， and the results after empirical teachings and evaluations were accordingly denoted as follows:1. Iconic pictures were useful to promote students’ learning interests.2. Story-telling technique could serve as a binding thread to sequence the teaching contexts.3. Students scored 92% correct in the entry behavior test which recognized that the six tryouts owned beginning ability to learn the designed materials.4. The total mean scores of the pretest were 54% correct and raised to be 85% in the embedded test. This revealed that immediate practice helped students for learning teaching contents.5. The pretest scores of 54% correct were eventually raised to 89% correct in the posttest. The obvious improvement in correct rate showed that systematic approach was effective in teaching and curriculum development.