The elaboration theory of instruction: A model for sequencing and synthesizing instruction
The elaboration theory of instruction: A model for sequencing and synthesizing instruction
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教学精化理论：教学排序和综合模型
DOI：
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发表时间：
1980
期刊：
影响因子：
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通讯作者：
Reginal Spiller
中科院分区：
文献类型：
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作者：
C. Reigeluth;M. Merrill;B. Wilson;Reginal Spiller
本文描述了一种新的教学模式，用于排序、综合和总结主题内容。本文讨论了这些模型的重要性，并讨论了在教学中对主题结构的作用进行重大改变的必要性。一个“变焦镜头”的比喻是为了方便理解教学的细化模型。描述了模型所依据的一些基本概念和原则。描述了精化模型的基本不变组件。最后，针对不同类型的目标描述了模型的一些变化。精化模型遵循从一般到详细的排序模式，而不是从gagn<s:1>任务分析类型中派生的基于层次结构的序列。
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A “zoom-lens” analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.