| 摘要: | 傳統教學設計表格為教師最常使用來設計課程的規劃與紀錄的方式，在資訊融入教學的政策下，許多教學設計表格已被電子化，為了資訊的搜尋與共享，應將其制定成統一的規格。本文以SCORM標準來逐一檢視國內傳統教學設計欄位，可以發現：(1)國內七大學習領域無統一代碼造成同類無法聚合。(2)SCORM本身描述網路教材或課程的標準，因此某些欄位並不適用。(3)SCORM欄位中數量與字彙的限制使得描述無法完全。(4)在SCORM中無定義教學目標與學習目標欄位。(5)一份教學設計應用於SCORM中無法描述其層次關係，建議以教學活動一個個加以描述再串接相關。(6)SCORM將圖書館分類號概念引入，有助於同類資料的搜尋，對於教學設計中相關教學資源的收集相當有益。
In tradition instructional design, tables are the most useful way to design the plan and record of curriculum. According to the policy of"the use of technology in education", many tables of instructional design have been electronic. In order to search and share information spread through Internet, the specification of tables should be unified. In our thesis, we use the standard of SCORM to survey the columns of the traditional instructional design in Taiwan, and we found that: first, "the seven learning fields" do not unify codes, therefore, the similar ones can't be gathered; secondly, SCORM itself describes the standard of the materials or curriculum on the web, and some columns are not suitable; thirdly, the limitations of the amount and vocabularies in the columns of SCORM make the incomplete description; fourthly, SCORM doesn't define the column of instructional objective and learning objectives; fifthly, an instructional design specified with SCORM can not describe the relationships among levels, so we propose to describe the sequence of levels one by one through the instructional activities and then chain their relationships; last, the injection of concept of library classification into SCORM is helpful for searching similar data, and it will be much better for collecting the instructional resources in instructional design. |
