美国佛罗里达州立大学教学系统 与学习技术专业课程的深度考察--基于对32门课程大纲的分析与6门课程的亲历体验

Study on Curriculum of Instructional Systems and Learning Technologies Program in Florida State University: Based on 32 Syllabus Analysis and 6 Courses Witnessed Experience

美国佛罗里达州立大学的教学系统与学习技术专业一直领跑教育技术学发展，其课程设置也成为了领域内争相学习的焦点。该研究通过对佛罗里达州立大学开设的32门课程大纲的分析，结合教师与学生访谈，以及个人的访学体验，对其课程设置进行了深度考察，发现其课程存在如下特点：课程设置整体上，存在博士研究方法类课程占比高、重视基础课程、网络课程比例大、兼职教师开设的课程数量多等；课程目标与内容方面，基础课程关注基本事实概念和操作，绩效技术方向课程内容涉及整个绩效改进流程，在线学习方向聚焦新媒体的整合应用，研究方法课程注重学生研究实操能力的培养；课程实施方面提倡学生积极参与、提倡学生质疑与批评；课程评价关注过程且评价方式多样；学校的相关政策也为课程的实施与评价提供了有力支持。这些课程特点为我国的教育技术学人才培养提供了许多启示。

Abstract: Instructional systems and learning technologies program in Florida State University has been leading the development of educational technology. Many universities hope to learn precious experiences from their curriculum. In order to conduct in-depth study of its curriculum， we analyzed 32 syllabuses， interviewed with teachers and students， and experienced 6 courses as visiting scholar. The foundings are as follows: high proportion of PhD research methods courses; offering basic courses repeatly; a large proportion of online courses. As for course content and objectives， basic courses focus on basic concepts， facts and operation; courses on performance technology cover the entire performance improvement process; online learning courses focus on the application of new media; research methods courses use practical operation to improve students' research level. In respect of curriculum implementation and evaluation， active participation， questioning and criticism are promoted; curriculum evaluation focuses on learning process. Additionally， the school's policies for the implementation and evaluation of programs provides a strong support. These characteristics of these courses provide us a lot of inspiration.