出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：Aim: This symposium aimed at clarifying a new theoretical background of instructional design and teachillg which will contribute to the improvement of classroom teaching. Speech summarized: 1. “Instructional Design and Instructional Model” by Nakano The design of instruction should be made in consideration of a variety of instructional models. Any designing after a single model such as programmed instruction should bc avoided.In addition to this,not noly controlable external events but also less controlable intemal events of the learner should be taken into consideration,and these two kinds of factors should be matched in any instructional design. 2. “ATI and Theohes ofInstruction” by Tada It is to be pointed out that instruction has so far been designed disregarding the so-called side-effect, that is incidental learning effect;also,the cognitive model has always been applied even to a different type of instruction.In Tada's ATI study,children are classified into nine different types according to their preference pattern for internal symbol use, and these types of cognitive pattern are interacted with instructionals trategiesf or instance,in the learning of mathematical group concept 3. “Instructional Design by COMET Method” by Sakamoto COMET is one of the methods for instructional design developed in Sakamotoss laboratory. Four components of classroom teaching,Child(C),Objective(O), Method (ME), and Teacher (T) are integratedl to secure an optimal plan for classroom teaching. The main procedure of instructional design by the COMET method is (1) goal analysis,(2) analysis of instructional materials,(3) evaluation items,(4) design of Teaching process,(5) desk top teaching simulation game,and(6) accomplishment of instructional design. 4. “Instructionl by Radio and Television” by Akiyama. The use of educational programs in classroom instruction has so far been done nearly independent of the findings of educational psychology.It seems that broadcast programs may not be well incorporated with the idea of instructional design. But,tape-recorded programs become sound and image materials,instruments that any teacher may use and easily incorporate with the design of instruction. Discussions: (1) As it is desirable that students in and teacher training course have some experience of instructional design by the COMET method,it is appropriate to say here that Sakamoto is teaching this procedure in three universities except the unit and pakcage parts. (2) Any single instructional model can not meet all the instructional needs.The teacher must be able to design his or her instruction with the use of different models. (3) In some cases,instructionald esign which aims at the so-called sideeffect is to be recommended when it is judged more appropriate. (4) Instructional design should include the preparation of “soft-structured” learning environment in order to meet varieties of learner's preference. (5) The teacher should be sensitive enough to recognize any unexpected learning effect on the part of children.
其他摘要：Aim: This symposium aimed at clarifying a new theoretical background of instructional design and teachillg which will contribute to the improvement of classroom teaching. Speech summarized: 1. “Instructional Design and Instructional Model” by Nakano The design of instruction should be made in consideration of a variety of instructional models. Any designing after a single model such as programmed instruction should bc avoided.In addition to this,not noly controlable external events but also less controlable intemal events of the learner should be taken into consideration,and these two kinds of factors should be matched in any instructional design. 2. “ATI and Theohes ofInstruction” by Tada It is to be pointed out that instruction has so far been designed disregarding the so-called side-effect, that is incidental learning effect;also,the cognitive model has always been applied even to a different type of instruction.In Tada's ATI study,children are classified into nine different types according to their preference pattern for internal symbol use, and these types of cognitive pattern are interacted with instructionals trategiesf or instance,in the learning of mathematical group concept 3. “Instructional Design by COMET Method” by Sakamoto COMET is one of the methods for instructional design developed in Sakamotoss laboratory. Four components of classroom teaching,Child(C),Objective(O), Method (ME), and Teacher (T) are integratedl to secure an optimal plan for classroom teaching. The main procedure of instructional design by the COMET method is (1) goal analysis,(2) analysis of instructional materials,(3) evaluation items,(4) design of Teaching process,(5) desk top teaching simulation game,and(6) accomplishment of instructional design. 4. “Instructionl by Radio and Television” by Akiyama. The use of educational programs in classroom instruction has so far been done nearly independent of the findings of educational psychology.It seems that broadcast programs may not be well incorporated with the idea of instructional design. But,tape-recorded programs become sound and image materials,instruments that any teacher may use and easily incorporate with the design of instruction. Discussions: (1) As it is desirable that students in and teacher training course have some experience of instructional design by the COMET method,it is appropriate to say here that Sakamoto is teaching this procedure in three universities except the unit and pakcage parts. (2) Any single instructional model can not meet all the instructional needs.The teacher must be able to design his or her instruction with the use of different models. (3) In some cases,instructionald esign which aims at the so-called sideeffect is to be recommended when it is judged more appropriate. (4) Instructional design should include the preparation of “soft-structured” learning environment in order to meet varieties of learner's preference. (5) The teacher should be sensitive enough to recognize any unexpected learning effect on the part of children.
