Training for reflective expertise: A four-component instructional design model for complex cognitive skills
Training for reflective expertise: A four-component instructional design model for complex cognitive skills
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反思性专业知识培训：复杂认知技能的四部分教学设计模型
DOI：
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
F. Paas
中科院分区：
文献类型：
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作者：
J. Merriënboer;O. Jelsma;F. Paas
本文提出了一个四元教学设计模式，用于复杂认知技能的训练。在分析阶段，技能被分解为一组在问题情境中保持一致的经常性技能和一组在情境中需要可变表现的非经常性技能。在设计阶段，有两个组成部分涉及到实践的设计，它们涉及到的条件下，实践导致的规则自动化在性能的经常性技能或图式收购在性能的非经常性技能。其他两个组成部分涉及信息列报的设计;它们涉及支持经常性或非经常性技能的信息列报。该模型的基本预测是，它的应用导致“反思的专业知识”和提高性能的转移任务。支持这种预测的模型的应用程序进行了简要讨论，在过程工业中的故障管理，计算机编程和统计分析的培训。
This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to the design of information presentation; they pertain to the presentation of information that supports the performance of either recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise” and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed for the training of fault management in process industry, computer programming, and statistical analysis.
DOI：
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发表时间：
1977
期刊：
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影响因子：
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作者：
W. Schneider;R. Shiffrin
通讯作者：
W. Schneider;R. Shiffrin