创感时代教学设计的德性维度 ─ 教学设计者的主体性追寻

The Moral Dimensions of Instructional Design in Conceptual Age：Toward the Subjectivity of the Designer

德性是教学设计者一个必须得以历练，却被严重忽视的维度。文章通过描述创感时代主体性教学设计观的兴起及其基本假设，表明构建教学设计德性维度的迫切性，并详细阐明了教学设计创造德性观的丰富意蕴。在此基础上，介绍和阐述了国外教学设计的德性维度框架，以深入理解教学设计德性维度作为主体性教学设计实践确认和实现的途径，同时也凸显教学设计的德性维度对于现代教学设计学科发展和个体发展的独特价值。

“Moral” is generally an essential dimension of instructional design but it is hauntingly overlooked. This paper described the encounter and emergence of the subjective instructional design， and illustrated the assumptions of subjective instructional design and the necessary to develop the moral dimension of instructional design. On this basic， this paper introduced the abroad frame of instructional design in moral dimension， in order to find a way to make the subjectivity instructional design come true and express the special value of moral dimension in the field of developing contemporary instructional design subject and individuals.