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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/18577

    Title: 從終身學習的觀點論教學設計所面臨的挑戰
    Other Titles: The Challenge of Instructional Design from the View Point of Life-Long Learning
    Authors: 李麗君
    Contributors: 淡江大學教育心理與諮商研究所
    Keywords: 終生學習;教學設計;建構主義;Lifelong Learning;Instructional Design;Constructism
    Date: 1998-12
    Issue Date: 2009-09-03 09:33:28 (UTC+8)
    Abstract: 終生學習在近年來已成為一個熱問話題, 另一方面, 教學設計一直被用來解決教育的問題, 讓學習者更有效的學習。面對終生學習的潮流, 長久以來所慣用的教學設計過程或模式是否同樣適用於終生學習是一個值得深思的問題。本文除分析終生學習及教學設計的基本理念外, 並進一步討論終生學習理念對教學設計的挑戰。本文主張, 在終生學習的觀點下, 教學設計宜把握個別化、開放化、彈性化及多元化的原則, 而未來教學設計更應朝向根本立論、學習架構的設計, 以及提供獨立但不孤立的學習情境等三方面轉變。
    Lifelong learning has become a hot topic in recent years. More and more people accept the concept and become lifelong learners. Instructional design, on the other hand, has been used to solve educational problems. This paper analyzed the major concepts of lifelong learning and instructional design, and discussed the challenge of lifelong learning on the instructional design. It is suggested that to fit the lifelong learning, the instructional design has four principles to follow: individualization, openness, flexibility, and multiplicity. The most of all, the instructional designer should stand on the learners' position to do the designing work.
    Relation: 教學科技與終身學習國際學術研討會大會論文=Proceedings of International Conference on Instructional Technology and Life -Long Learning,頁182-194
    Appears in Collections:[Master's Program, Graduate Institute of Educational Psychology and Counseling] Proceeding

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