1、學(xué)習(xí)者為中心的教學(xué)方案規(guī)劃國(guó)立中正大學(xué)成人及繼續(xù)教育學(xué)系李藹慈2008/09/17 臺(tái)中市健行國(guó)小講師介紹李藹慈 助理教授學(xué)歷 美國(guó)羅格斯大學(xué) 成人及繼續(xù)教育博士 專長(zhǎng) 職場(chǎng)學(xué)習(xí) 教育訓(xùn)練與發(fā)展 方案規(guī)劃與評(píng)鑑 生涯發(fā)展與輔導(dǎo) .tw/cyiaace/teacher/li.html大綱 需求評(píng)估現(xiàn)況瞭解 外配面臨的問(wèn)題 外配的SWOT分析 外籍配偶需要的能力 現(xiàn)行教學(xué)策略與面臨的挑戰(zhàn) 有效教學(xué)系統(tǒng)設(shè)計(jì)八大步驟 教學(xué)實(shí)務(wù)演練大綱外配現(xiàn)況瞭解（知彼） 外配面臨的問(wèn)題 外配的SWOT分析 外籍配偶需要的能力教學(xué)現(xiàn)況（知己） 現(xiàn)行教學(xué)方法 現(xiàn)行教學(xué)遇到的挑戰(zhàn)Eight

2、 Steps to Effective Instructional Systems DesignProperreparation and racticereventoorerformanceStep 1 List the needs, both general and specific Needs assessment must be complete and thorough Have buy-in from the three groupsSendeePayerSenderStep 2 Assess your audience K- Knowledge I-Interest L-Langu

3、age I-InfluenceAssess Your AudienceAwarenessFamiliarityCompetenceMasteryPrisonerVacationerSocializerLearnerPaternalSimplisticClearJargonI have no authority to do anythingI have authority to do anythingK-KnowledgeI-InterestL-LanguageI-Influence“Students learn more efficiently when the teacher organiz

4、es the lesson in such a way that it relates to the background of the student.”Schuck, R.F. (1985)“Competent teachers consider whether students possess the specific background knowledge that is required in learning new information.”Fogarty, J.L, Wang, M.C., & Creek, R. (1983)Step 3 Decide your ai

5、m Knowledge: Cognitive Domain Feel: Affective Domain Do: Psychomotor Domain SMART ExampleSMART S M A R Tpecificeasurablechievableelevantime-boundInstructional Design Grid75%teaching others/immediate use practice by doing group discussion demonstration audio-visual reading LecturesRetention level aft

6、er learning 24 hours90%50%30%20% 10%5%The relationship between instructional methods and retentionStep 4 Plan Your Approach How to Gain Attention Introduce the Lesson Transition in Main ContentOpenings Does it break ? Does it facilitate ? Is it relevant to the ? Does it maintain and/or enhance ? Is

7、it for the trainer and the participant ? Is there a factor?Effective Closing Allows ！ Creates ！ Ties things ！Days : 1 2 330The Key is Interval ReinforcementThe Ebinghaus Curve of Forgetting10205090exposed to idea one timeAfter 30 days,90% retention Step 5 Make a brief OutlineConsider CPR 90/20/8Memo

8、ry window paneDont forget CIO Plan Lesson Development Make a brief Outline Consider CPR 90/20/8 Memory window pane Dont forget CIO Plan Lesson DevelopmentMake a brief OutlineConsider CPR 90/20/8Memory window paneDont forget CIORCP 90/20/8Make a brief OutlineConsider CPR 90/20/8Memory window paneDont

9、 forget CIOU90208RI90/20/8Window Pane PRIMACY Recency CHUNKING LINKING Record & RecallREVIEW/RevisitOutstandingness Memory window paneMake a brief OutlineConsider CPR 90/20/8Memory window paneDont forget CIO6, 9, 12,4, 14, 7, 5,8, 11IUZEILTUTILIZE Plan Lesson DevelopmentMake a brief OutlineConsi

10、der CPR 90/20/8Memory window paneDont forget CIOStep 6 Plan Your Lesson Application WII-FM Whats in it for me? MMFI-AM Make Me Feel Important About MyselfStep 7 Plan a Carryover Activity for the Following SessionStep 8 Gather the Materials and Prepare the Room Time Pre Post Room Arrangement Pros and

11、 Cons Rounds Tables U-Shape OtherGIJENTERHKKECFABDA 6X6SCREEN WITH KEYSTONE BARB,D FLIP CHARTSC 6SKIRTED TABLEE 25”COLOR TV MONITORF OVERHEAD PROJECTORG,H 72”DIAMETERI,J ROUND TABLESK TWO6SKIRTED TABLESNO COLUMNSMINIMUM 10CEILINGS1:31:11:1.2TOO NARROW TOO SQUAREJUST RIGHTPicking a RoomClassroomStyle (CS)Chevron (C)Soll