吉米•弗雷里让1 杰伦•范梅里恩伯尔2 保罗•基尔希纳3,4 安•洛克斯5 伯特•埃格特6 马可•马塞里斯7
（1.荷兰马斯特里赫特大学 健康、医疗与生命科学学院，荷兰 马斯特里赫特；2.荷兰马斯特里赫特大学 健康专业教育学院，荷兰 马斯特里赫特；3.荷兰开放大学，荷兰 海尔伦；4.芬兰奥卢大学，芬兰 奥卢；5.比利时布鲁塞尔自由大学 医学与药学学院，比利时 布鲁塞尔；6.比利时鲁汶大学 公共卫生和初级保健部，比利时 鲁汶；7.荷兰阿姆斯特丹应用科技大学数字媒体与创意产业学院，荷兰 阿姆斯特丹）
周振宇 盛群力 译
【摘 要】基于目标的教学设计方法将学习任务分解为具体的学习目标，并规定教师在传授所有的目标内容之前，应该选择相应最佳的教学方法。这种方法适用于各种目标之间关系不太紧密的任务，但对于教授需要整合知识、技能和态度以及协调不同技能的复杂专业任务时，教学效果较差。对于后者来说，以整体的、实际的任务为中心设计教学更为合适。本文介绍了以任务为中心的四元教学设计模式，并通过反思应用该模式设计的三个高等教育项目的实践案例来说明其应用方式。第一个案例介绍了荷兰阿姆斯特丹应用科技大学针对移动应用开发的课程设计；第二个案例介绍了负责荷兰教师培训的艾瑟林格教育大学的教师教育专业整合信息解决问题的技能；第三个案例来自比利时鲁汶大学的全科医学教育实例。文章最后讨论了以任务为中心的教育方案实施的问题和未来发展。
【关键词】四元教学设计模式；综合学习；以任务为中心；高等教育
Task-Centred Instructional Design Model for Complex Learning: 4C/ID in Higher Education
Jimmy Frerejean1, Jeroen J.G. van Merriënboer2, Paul A. Kirschner3,4, Ann Roex5, Bert Aertgeerts6 and Marco Marcellis7
(1.Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands;2.School of Health Professions Education,Maastricht University, Maastricht, the Netherlands;3.Open University of the Netherlands, Heerlen，The Netherlands;4.LET Research Unit, University of Oulu, Oulu, Finland;5.Department of Clinical Sciences, Faculty of Medicine and Pharmacy, Vrije Universiteit Brussel, Jette, Belgium;6.Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium;7.Faculty of Digital Media and Creative Industries, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands)
Abstract：Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task-centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task-centred instructional design model, namely the Four‐Component Instructional Design(4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task-centred educational programmes are discussed.
Keywords：4C/ID；complex learning；task-centred；higher education
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以任务为中心的四元教学设计模式在高等教育中的应用.pdf
