The main elements

这是一篇关于The main elements的思维导图，Committed to using techniques in the design of text fonts, typography and other appearance to draw learners' attention。

The main elements of English instructional design

• Models of instructional design
  • History of development
    • Generation period(1940s-1960s)
      • Time: World War Ⅱ
      • The Development of the Program Teaching Movement
        • Skinner
        • The Science of Learning and the Art of Teaching
      • The Popularization of Behavioral Goal Writing
        • Mager
        • Writing Learning Objectives for Program Instruction
        • ABCD method
      • Formation of the concept of criterion-referenced tests
        • Norm-referenced tests
          • Comparing with others to see how good or bad the learning is.
        • Criterion-referenced tests
          • Comparison with standards for good or bad learning
          • Glaser
      • Introduction of learning domains, instructional events, and hierarchical analysis
        • Gagne
        • The Conditions of Learning
        • The five categories of learning outcomes
      • Development of Formative Assessment
        • M. Scriven
        • formative and summative assessment
    • Rapid Development Period(1960s-1980s)
      • Instructional design formally became a separate discipline in the late 1960s and early 1970s.
      • Andrews & Goodson
        • 60 instructional system design models were identified.
        • The characteristics of 40 models were analysed and categorised.
        • J. Bruner's theory of discovery learning
        • D. Ausubel's theory of meaningful receptive learning
      • The Kemp model
      • Dick & Carey model
    • Transformation and development period
      • The development of instructional design in education is in a state of decline.
      • Technology tools are being integrated into the design model.
      • The profound impact of new theories on teaching design models.
  • Types
    • Classification based on the level of instructional design content
      • Product-centred model
        • The "products" here include teaching media, teaching materials, teaching kits and so on.
      • Classroom-centred model
        • Scope of design: classroom teaching
      • The system-centred model
        • The design of this level usually involves the identification of system objectives, the creation, piloting, evaluation and revision of implementation programmes.
    • Classification based on theoretical foundations of instructional design
      • Process model based on general system theory
        • Andrews and Goodson
          • proposed 14 points of systematic instructional design by comparing 40 systematic models of instructional design.
        • Rickey
        • The six elements of the system design process（general character）
          • identifying learner needs
          • defining general and specific objectives
          • establishing assessment procedures
          • designing and selecting delivery routes
          • applying the instructional system
          • placing and maintaining the system
      • Process models based on learning and teaching theories
        • The Dickey-Carey model
          • The Systematic Design of Instruction
          • presents a typical teaching-centred instructional design model
          • • Identify the teaching objectives: this means identifying what learners must learn when they have completed the teaching.
            • Conducting an instructional analysis: Identify the steps required to achieve a goal.
            • Identifying initial behaviour: identify the specific skills that learners must acquire before instruction can begin.
            • Writing performance targets: teachers should describe specifically what learners will be able to do at the end of the teaching.
            • Developing criterion-referenced tests: Based on the objectives that have been written, teachers should design assessment items that correspond to them.
            • Developing teaching strategies: preparation activities, information presentation, practice and feedback, testing and follow-up activities.
            • Developing or selecting materials: teachers will use teaching strategies to develop materials.
            • Designing and conducting formative evaluation: three stages: one-to-one, group and on-site evaluations.
            • Revising teaching: teachers can relate the difficulties encountered by learners to specific deficiencies in teaching.
            • Designing and conducting summative evaluation: Summative evaluation is an assessment of the absolute and relative value of teaching and learning
        • Gagne's Theory of Instructional Design
          • Teaching System Design Theory
            • teaching is based on learning
            • different learning outcomes require different learning conditions
          • A descriptive theory of knowledge and skills
            • Five types of knowledge and skills for school learning:
              • verbal information
              • intellectual skills
              • cognitive strategies
              • motor skills
              • attitudes
            • The nine instructional events
              • Eliciting attention
              • Informing the learner of the goal
              • Stimulating recall of prior learning
              • Presenting stimulus material
              • Providing instruction for learning
              • Inducing performance (behaviour)
              • Providing feedback
              • Evaluating performance
              • Promoting memory and transfer
          • David M. Merrill
            • 9-5 Matrix
            • The 9-5 matrix is a detailed division of the nine link theory in terms of knowledge and skills
        • Merrill's content demonstration theory, CDT
          • Two-way classification
            • Behavioural dimensions
              • memorisation
              • application
              • discovery
            • Content dimensions
              • facts
              • concepts
              • processes
              • principles
          • A descriptive theory of teaching strategies
            • primary presentation forms, PPFs
            • secondary presentation forms, SPFs
            • inter-display relationships, IDRs
          • The basic presentation format
            • Explanation of general rules (rules)
            • Explanation of examples (examples)
            • Exploring general rules (recall)
            • Exploring examples (practice)
          • Component Display Theory (CDT) illustrates how PPFs, SPFs and IDRs can be combined to form the most effective and efficient teaching strategies.
          • C. M. Reigeluth and others' elaboration theory (ET) （Macro）and Merrill's component display theory (CDT) （Microstrategy）together form a complete theory of instructional system design.
      • Process models based on communication theory
        • General communication models
          • It describes the process of designing information using various media.
          • The basic planning stage
            • Choosing a general strategy
            • Briefly describing the characteristics of the recipient of the message
            • Identifying the central idea
            • Listing behavioural goals
          • Expands stage
          • Controlling the complexity of the information
        • organized content technique, OCT
          • Organization of content or materials primarily
          • Committed to using techniques in the design of text fonts, typography and other appearance to draw learners' attention
        • Marsh
  • Classification based on the implementation method of teaching design
    • Professor He Kekang
      • Teaching-centred teaching design mode
        • ID1
          • All models of teaching and learning prior to ID2 are collectively known as ID1
          • Theoretical foundations: Behaviourist associative learning(S-R)
          • Kemp Model
            • The four basic elements
              • Learner characteristics
              • Instructional objectives
              • Instructional strategies
              • Instructional evaluation.
            • The three main questions
              • What learners must learn?
              • How to teach in order to achieve the desired goals?
              • How to check and evaluate the desired outcomes?
            • 10 teaching and learning strands
              • Identifying learning needs and learning objectives
              • Selecting topics and tasks
              • Analysing learner characteristics
              • Analysing subject content
              • Articulating teaching objectives
              • Implementing teaching activities
              • Using teaching resources
              • Providing support services
              • Evaluating teaching and learning
              • Predicting student readiness
            • Feathures
              • The "factors" reflect the holistic nature of the theory and the flexibility of the design process.
              • Formally, it reflects the ideas of systems theory better than many other process-based models.
              • Placing 'learning needs, 'teaching purposes', 'priorities' and 'constraints' at the centre.
        • ID2
          • In 1990, Merrill et al. first proposed the idea of constructing a new generation of instructional design models in response to the limitations of traditional instructional system design, and called it ID2
          • Smith-Reagan model
          • Theoretical foundations: Gagne's "associative-cognitive"
          • Main hallmark: Cognitive learning theory(Ausubel) as its main theoretical foundation
          • Mental models
          • Two assumptions about the learning process
            • Firstly, the 'organisation' of the learning process facilitates knowledge retrieval.
            • Secondly, the 'elaborations' that take place when learning new information can facilitate retrieval.
          • ID2 extends one of the assumptions of ID1
            • Different learning behaviours require different types of mental models.
            • Students' mental models are developed through the organisation and refinement of knowledge during the teaching and learning process.
            • Achieving different learning outcomes requires different ways of organising and refining knowledge.
          • Core theory: Instructional transaction theory, ITT
            • The basic idea is that instructional processing is a "pedagogical algorithm".
            • Three types of knowledge objects
              • entities
              • activities
              • processes
            • Types of instructional processing
              • identification
              • execution
              • explanation
              • judging
              • classification
              • generalization
              • transfer
            • The content remains focused on the cognitive domain
            • ITT is an extension and application of CDT to the automation of instructional system design.
          • Smith-Regan model
            • Instructional Design
            • Three phases
              • The analysis phase
                • Includes an analysis of the learning environment, learner characteristics and learning tasks.
              • The strategy design phase
                • Involves identifying organisational, delivery and management strategies
              • The evaluation phase
                • To modify the intended teaching and learning process
          • Reigeluth
            • Teaching organisation strategies
            • Content delivery strategies
            • Resource management strategies
      • Learning-centred teaching design mode
        • Based on constructivism
        • A constructivist-based model for the design of teaching and learning systems(He Kekang)
      • Teacher-led and student-centred dual-disciplinary teaching design mode
  • Key elements
    • Analysis of learning needs
    • Analysis of learning content
    • Analysis of learner characteristics
    • Design of teaching strategies
    • Teaching process design
    • Design of teaching techniques
    • Determination of assessment objectives and selection of methods
    • Design of formative assessment
    • Summative evaluation
  • Four essential elements of the teaching and learning process design model
    • Learner
    • Learning objectives
    • Teaching strategy
• Models of English Language Teaching Design
  • Basic model
    • Analysis
      • Learning Needs Analysis
        • Learning needs are the gap between the learning objectives to be achieved by a learning activity and the learner's current level of learning.
        • Learning needs analysis is the process of determining the learning needs of learners through scientific and systematic research and analysis.
        • The determination of learning objectives is the key to learning needs analysis.
      • Learner Analysis
        • Accurate learner analysis is a decisive factor in successful instructional design.
        • The learner analysis is the starting point for the whole teaching design process, which is based on the analysis of learner characteristics.
      • Learning Content Analysis
        • The learning content is the sum of knowledge and skills, processes and methods, and emotional attitudes and values that are learned in the teaching and learning activities to achieve the learning objectives.
        • semantic, contextual and pragmatic content
    • Design
      • Teaching strategy design
        • Common categories
          • Teaching organisation strategies that organise the teaching process, sequence the teaching and learning, and present a specific teaching content
          • Teaching delivery strategies that determine the form and media of teaching information and the sequence of content delivery
          • teaching management strategies that coordinate teaching organisation and content delivery strategies
          • teaching management strategies that coordinate teaching organisation and content delivery strategies
      • Designing the teaching process
        • The design of organisational strategies includes the design of the teaching and learning process
        • The teaching and learning process is a continuum of activities that are designed to achieve teaching objectives.
        • The task teaching process is designed to include the following elements.
          • Task presentation
          • Task preparation
          • Language input
          • Task completion
          • Language consolidation
      • Teaching technology design
        • The design of teaching techniques includes the selection and use of teaching media and the use of teaching media to support teaching activities.
        • The choice of media and the design of media-assisted teaching activities have a direct impact on the achievement of learning objectives and the implementation of teaching strategies.
    • Assessment
      • Determining the criteria and methods for evaluating learning effectiveness.
        • The assessment of learning outcomes is the basis for evaluating the effectiveness of teaching and learning.
        • Defining the criteria for assessing learning outcomes is a prerequisite for teaching and learning assessment.
        • Purpose
          • Diagnostic assessment
          • Academic achievement assessment
        • Form
          • Formative assessment
          • Summative assessment
      • Formative assessment
        • Formative assessment encourages learners to gain a sense of achievement, increase their self-confidence, effectively regulate their own learning process and become active participants in assessment.
      • Summative assessment
        • Summative assessment is the evaluation of a learner's learning at the end of a period of study, such as final examinations or final academic examinations.
        • Summative assessment is an important means of testing the development of learners' overall language skills.
    • Feedback revision
      • To improve the effectiveness of teaching and learning.
  • Specific forms
    • Table format
    • Flowchart format(Media role)