外文翻譯--如何使用加涅的教學(xué)精神運(yùn)動(dòng)技能的教學(xué)設(shè)計(jì)模式

1、<p>　　How to use Gagne’s model of instructional design in teaching psychomotor skills</p><p><b>　　ABSTRACT</b></p><p>　　Gagne’s model of instructional design is based on the inf

2、ormation processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Ap

3、plying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a

4、 routin</p><p>　　Keywords: Gagne’s model, Information processing model, Instructional design, Teaching.</p><p>　　Introduction</p><p>　　1Instructional events refer to actions of both

5、 teacher and learners during the teaching session. Selecting appropriate events and planning them in the right format and the right sequence is crucial in a successful lesson design. A lesson design is a plan showing the

6、 type of structional events, their order and the kind of activity taking place in each event. In designing a lesson plan, there are 2 important factors: the objectives and the learners. In this paper, we have chosen a ro

7、utine practica</p><p>　　Gagne’s model of instructional design</p><p>　　Robert Gagne is considered to be one of the foremost contributors to the systematic approach to instructional design and hi

8、s theory has provided a great number of valuable ideas for trainers and teachers. Gagne’s model of instructional design is based on the information processing model of the mental events that occur when adults are present

9、ed with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Gagne’s theories hav</p><p>　　The first step in Gagne’s theory is spec

10、ifying the kind of outcomes to be achieved. He categorized these outcomes into five types: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills.</p><p>　　The second step

11、 is to organise appropriate instructional events. Gagne’s “Events of Instruction” consist of the following:</p><p>　　1. Gaining attention</p><p>　　2. Informing the learner of the objective</p

12、><p>　　3. Stimulating recall of prerequisite learning</p><p>　　4. Presenting the stimulus material</p><p>　　5. Providing learning guidance</p><p>　　6. Eliciting the perfor

13、mance</p><p>　　7. Providing feedback</p><p>　　8. Assessing the performance</p><p>　　9. Enhancing retention and transfer</p><p>　　Inserting a peritoneal drain is a motor

14、 skill, which corresponds to affective and psychomotor skill outcomes. The ideal number of learners for this kind of session is 4 or 5. The following instructional events can be organised for a lesson to teach insertion

15、of a peritoneal drain:</p><p>　　(I) Gaining attention</p><p>　　When students arrive at class, their attention can be directed toward many other things, so in order for any learning to take place

16、, first their attention must be captured and their interest</p><p>　　should be aroused. Here are some examples: </p><p>　　1) An abrupt stimulus change, such as gesturing or speaking loudly</p

17、><p>　　2) Starting the lesson with a thought-provoking question or interesting fact.</p><p>　　3) Providing an interesting visual or sound stimulus. Depending on the audience, multimedia(like PowerP

18、oint slides) can be used to combine photographs, pictures, and sound.In our session, combining items 2 and 3 is a good starting point: a case scenario of a patient with ascites can be presented together with relevant inv

19、estigations/images, asking the learners about the case. There is no doubt that curiosity motivates students to learn.</p><p>　　(II) Informing the learner of the objective</p><p>　　Early in each

20、lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson.</p><p>　　A direct statement can be use

21、d in our session: “upon completing this lesson you will be able to”: </p><p>　　Consent the patient for insertion of a peritoneal drain</p><p>　　Identify the correct anatomical point</p>&

22、lt;p>　　Identify the equipment required</p><p>　　Prepare, position and monitor the patient</p><p>　　Understand and perform the correct</p><p>　　technique for insertion of a perito

23、neal</p><p>　　drain under fully aseptic condition</p><p>　　Understand the principles of securing, dressing and connecting the drain</p><p>　　Understand the importance of appropriate

24、 analgesia post procedure</p><p>　　Complete the appropriate documentation in patient’s medical notes</p><p>　　(III) Stimulating recall of prerequisite learning</p><p>　　Associating

25、new information with prior knowledge and personal experience and getting the learners to think about what they already know can facilitate the learning process.</p><p>　　In our session, 20-30 minutes should

26、be allocated for interactive discussion of the following:</p><p>　　Asking questions about previous observations and experiences, indications of inserting a peritoneal drain, relevant anatomy, findings on exa

27、mination and relevant tests before the procedure to confirm the diagnosis (e.g. abdominal ultrasound)</p><p>　　(IV) Presenting the stimulus material</p><p>　　This event is where the new content

28、is actually presented to the learner. Content should be organised meaningfully, and explained and demonstrated using a variety of media.</p><p>　　In our session, different steps of the procedure should be ex

29、plained: </p><p>　　How to consent the patient, monitoring, equipment needed, positioning the patient, the technique of peritoneal drain insertion and how to secure the drain. </p><p>　　Finally,

30、tests needed after the procedure (biochemistry, cytology and microbiology tests on the fluid sample), and appropriate analgesia should be explained.</p><p>　　(V) Providing learning guidance</p><p&

31、gt;　　This event means showing what appropriate actions constitute correct performance, plus additional suggestions, including use of examples, case studies, graphical representations, and mnemonics to help learners encod

32、e information for long-term storage, or in simple terms, “make the stimulus as meaningful as possible”. As this is a practical procedure, if learners first observe the procedure they are in a better position to perform i

33、t themselves. The teacher shows the equipment and performs the pr</p><p>　　(VI) Eliciting the performance (practice)</p><p>　　The action now turns to learners. In this event, the learner is requ

34、ired to practice the new skill or behaviour. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.</p>

35、<p>　　In our session, each one of the learners should get familiar with the equipment, demonstrate the sterile technique and perform the procedure on the dummy under direct supervision.</p><p>　　(VII)

36、Providing feedback</p><p>　　While observing each learner performing the procedure, individual and immediate feedback and guidance can be provided and any questions can be answered. In addition, feedback from

37、 other learners observing the performance is very helpful.</p><p>　　(VIII) Assessing the performance</p><p>　　At this point, the students demonstrate what they have learned without receiving add

38、itional coaching or hints. However, a single performance does not ensure that the new capability has been reliably stored and additional practice is needed. In our session, this will constitute demonstration of the whole

39、 procedure by the learner without prompt or guidance. The main issue here is time and resources. If there is enough time, or if an additional session is organised, they can practice the procedure </p><p>　　(

40、IX) Enhancing retention and transfer</p><p>　　Once we are reasonably sure that the new capabilities are reliably stored, we can increase the likelihood that they will be retained over a long time period by p

41、roviding practice and spaced reviews.</p><p>　　The repetition of learned concepts is an effective mean of enhancing retention, although often disliked by students. Additionally, transfer of knowledge and ski

42、lls to new problems and situations is a goal of most instruction, but classroom time constraint makes it more difficult to achieve.</p><p>　　To enhance retention, the learners should practice the procedure o

43、n a dummy a few times. More frequent practice broken by rest periods is more effective. The transfer of knowledge constitutes applying their skills in a clinical setting, while initially being supervised. The session can

44、 be closed by reviewing the key points, answering the questions and asking for learners’ feedback.</p><p>　　In designing a session like this, several factors need to be considered, including the nature of ob

45、jectives, setting, time, available resources, institutional constraints, content, number of learners, their characteristics and their preferences. The most effective way to achieve psychomotor objectives is to get the le

46、arners to perform and practice the activity after preparing them with some lectures or demonstrations. The session should cover the 3 areas that are necessary for teaching psychomot</p><p>　　1) Before practi

47、ce: objectives, performance criteria and how it should be performed by an expert</p><p>　　2) During practice: critical cues and how to use the information</p><p>　　3) After practice: feedback, e

48、nhancing retention and transfer</p><p>　　Conclusions</p><p>　　Gagne's theories provide a great deal of valuable information to teachers. Applying Gagne's nine-step model is an excellent

49、way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching.</p><p>　　We need to keep in mind that the exact form of these events

50、is not something that can be specified in general for all lessons, but rather must be decided for each learning objective.</p><p>　　The performance most frequently required of students is to remember, while

51、our intent is most often to help them understand, and by putting more structure into the objectives of the lesson plans we will be able to achieve this aim. As Gagne himself says, “organisation is the hallmark of effecti

52、ve instructional materials”.</p><p>　　如何使用加涅的教學(xué)精神運(yùn)動(dòng)技能的教學(xué)設(shè)計(jì)模式</p><p><b>　　摘要</b></p><p>　　加涅的教學(xué)設(shè)計(jì)模式的基礎(chǔ)上的精神事件發(fā)生時(shí)，成人的學(xué)習(xí)成果，以及如何安排具體的教學(xué)活動(dòng)，以實(shí)現(xiàn)這些成果的各種刺激和重點(diǎn)的信息處理模型。 運(yùn)用加涅的九個(gè)

53、步驟模型是一個(gè)很好的方式，以確保有效和有系統(tǒng)的學(xué)習(xí)計(jì)劃，因?yàn)樗菇Y(jié)構(gòu)的課程計(jì)劃和教學(xué)的整體觀。 本文中，我們選擇了例行的實(shí)際過程，初級醫(yī)生需要了解：插入腹膜（腹水）漏，我們使用加涅的“教學(xué)事件”這一主題設(shè)計(jì)了教案。</p><p>　　關(guān)鍵詞：模式，加涅的信息加工模式，教學(xué)設(shè)計(jì)，教學(xué)。</p><p><b>　　介紹</b></p><

54、p>　　1 教學(xué)活動(dòng)，是指雙方教師和學(xué)習(xí)者在教學(xué)會(huì)議的行動(dòng)。 選擇適當(dāng)?shù)幕顒?dòng)，并規(guī)劃他們在正確的格式和正確的順序是一個(gè)成功的經(jīng)驗(yàn)設(shè)計(jì)的關(guān)鍵。 一節(jié)課的設(shè)計(jì)是一個(gè)平面圖，結(jié)構(gòu)性的事件，他們的訂單，并在每個(gè)事件發(fā)生的這類活動(dòng)的類型。 在設(shè)計(jì)教案，有2個(gè)重要因素：目標(biāo)和學(xué)習(xí)者。 在本文中，我們選擇了例行的實(shí)際過程，初級醫(yī)生需要了解：插入腹膜（腹水）漏。 我們使用加涅的“教學(xué)事件

55、”這一主題設(shè)計(jì)了教案。</p><p><b>　　加涅的教學(xué)設(shè)計(jì)模式</b></p><p>　　羅伯特·加涅被認(rèn)為是系統(tǒng)的方法來教學(xué)設(shè)計(jì)和他的理論提供了大量的寶貴意見，為培訓(xùn)人員和教師最重要的貢獻(xiàn)者之一。 加涅的教學(xué)設(shè)計(jì)模式的基礎(chǔ)上的精神事件發(fā)生時(shí)，成人的學(xué)習(xí)成果，以及如何安排具體的教學(xué)活動(dòng)，以實(shí)現(xiàn)這些成果的各種刺激和重點(diǎn)的信息處理模型。

56、60;加涅的理論已被應(yīng)用在幾個(gè)領(lǐng)域，如軍事，飛行，領(lǐng)導(dǎo)，工程和醫(yī)療，教學(xué)設(shè)計(jì)。 加涅的教學(xué)思想是至關(guān)重要的，他稱之為“學(xué)習(xí)的條件”：處理學(xué)習(xí)者知道什么指令之前的內(nèi)部條件，外部條件的處理，呈現(xiàn)給學(xué)習(xí)者的刺激，如老師提供的說明。</p><p>　　加涅的理論中的第一步是指定要取得的成果的一種。 他這些結(jié)果分為五種類型：言語信息，智慧技能，認(rèn)知策略，態(tài)度，和運(yùn)動(dòng)技能。</p><

57、;p>　　第二步是組織適當(dāng)?shù)慕虒W(xué)活動(dòng)。 加涅的“教學(xué)事件”包括以下內(nèi)容：</p><p><b>　　1.受到關(guān)注</b></p><p>　　2.通知目標(biāo)的學(xué)習(xí)者</p><p>　　3.刺激的先決條件學(xué)習(xí)召回</p><p><b>　　4.呈現(xiàn)的刺激材料</b></p&g

58、t;<p><b>　　5.提供學(xué)習(xí)指導(dǎo)</b></p><p><b>　　6.引出的性能</b></p><p><b>　　7.提供反饋</b></p><p><b>　　8.性能評估</b></p><p><b>　　9

59、.加強(qiáng)保留和轉(zhuǎn)讓</b></p><p>　　插入腹腔漏是一種運(yùn)動(dòng)技能，對應(yīng)的情感和精神的技能成果。 這種會(huì)話學(xué)習(xí)者的理想數(shù)目是4個(gè)或5個(gè)。以下的教學(xué)活動(dòng)，可以組織一課教插入腹膜漏：</p><p><b>　?。ㄒ唬┦艿疥P(guān)注</b></p><p>　　學(xué)生類在到達(dá)時(shí)，他們的注意力可以指向許多其他的事情，所以在任何地方學(xué)

60、習(xí)，采取訂單，首先必須捕獲他們的注意力和他們的利益</p><p>　　應(yīng)引起。 下面是一些例子：</p><p>　　1）刺激突然變化，如手勢或大聲說話，</p><p>　　2）啟動(dòng)一個(gè)發(fā)人深省的問題，或有趣的事實(shí)的教訓(xùn)。</p><p>　　3）提供了一個(gè)有趣的視覺或聲音的刺激。 根據(jù)觀眾，多媒體（如PowerPoi

61、nt幻燈片）可以用來結(jié)合照片，圖片，和sound.In我們的會(huì)議是一個(gè)很好的起點(diǎn)：有腹水的病人的情況下，結(jié)合項(xiàng)目2和3可以一起提交有關(guān)調(diào)查/圖像，詢問有關(guān)情況的學(xué)習(xí)者。 這是毫無疑問的好奇心，激發(fā)學(xué)生學(xué)習(xí)。</p><p>　?。ǘ└嬷獙W(xué)習(xí)者目標(biāo)</p><p>　　早在每節(jié)課學(xué)生遇到的學(xué)習(xí)目標(biāo)。 這將啟動(dòng)內(nèi)部流程的預(yù)期，有利于激發(fā)學(xué)習(xí)者完成課程。</p>

62、<p>　　語句可以被用來直接在我們的會(huì)議：“完成本課程后，你將能夠”：</p><p>　　同意為病人插入腹膜漏;</p><p><b>　　確定正確的解剖點(diǎn);</b></p><p><b>　　確定所需的設(shè)備;</b></p><p>　　準(zhǔn)備，位置和監(jiān)測病人;</p&g

63、t;<p><b>　　正確理解和執(zhí)行;</b></p><p><b>　　技術(shù)腹膜插入的;</b></p><p>　　漏在完全無菌的條件;</p><p>　　了解安全，穿衣和連接排水管的原則;</p><p>　　了解適當(dāng)?shù)逆?zhèn)痛后程序的重要性;</p><p

64、>　　病人的醫(yī)療票據(jù)在完成相應(yīng)的文檔。</p><p>　　（三）激勵(lì)學(xué)習(xí)的前提召回</p><p>　　與以前的知識(shí)和個(gè)人經(jīng)驗(yàn)相關(guān)聯(lián)的新的信息和讓學(xué)習(xí)者認(rèn)為他們已經(jīng)知道可以促進(jìn)學(xué)習(xí)的過程。</p><p>　　在我們的會(huì)議中，20-30分鐘應(yīng)分配給下面的互動(dòng)討論：</p><p>　　詢問有關(guān)以前的意見和經(jīng)驗(yàn)，插入腹膜漏，有關(guān)解剖，對

65、檢查結(jié)果和有關(guān)試驗(yàn)的跡象的問題，手術(shù)前診斷（如腹部超音波確認(rèn)）。</p><p>　?。ㄋ模┨岢龅拇碳げ牧?lt;/p><p>　　這一事件實(shí)際上是新的內(nèi)容呈現(xiàn)給學(xué)習(xí)者。 內(nèi)容應(yīng)有意義的組織，并解釋，并表現(xiàn)出使用各種媒體。</p><p>　　在我們的會(huì)議，應(yīng)解釋程序的不同步驟：</p><p>　　如何同意病人，監(jiān)測，設(shè)備需要，定位病

66、人，腹腔引流管的技術(shù)，以及如何確保排水。</p><p>　　最后，測試后的程序（生物化學(xué)，細(xì)胞學(xué)和流體樣品微生物測試），和適當(dāng)?shù)逆?zhèn)痛需要，應(yīng)予以解釋。</p><p><b>　?。ㄎ澹┨峁W(xué)習(xí)指導(dǎo)</b></p><p>　　此事件意味著什么適當(dāng)?shù)男袆?dòng)構(gòu)成了正確的性能，再加上額外的建議，包括使用的例子，案例分析，圖形表示和助記符來幫助學(xué)習(xí)者

67、長期儲(chǔ)存的信息進(jìn)行編碼，或簡單來說，“做有意義的刺激盡可能“。 因?yàn)檫@是一個(gè)實(shí)踐過程中，如果學(xué)生先觀察過程，他們是在一個(gè)更好的位置來執(zhí)行它自己。 老師的顯示設(shè)備，并執(zhí)行一個(gè)虛擬的程序，包括無菌技術(shù)，說明一步一步。 在執(zhí)行程序的，有用的技巧和提示可以提供。</p><p>　?。┮龅男阅埽▽?shí)踐）</p><p>　　現(xiàn)在的行動(dòng)變成學(xué)習(xí)者。 在這種

68、情況下，學(xué)習(xí)者需要練習(xí)新的技能或行為。 引出的性能提供了一個(gè)機(jī)會(huì)，為學(xué)習(xí)者，以確認(rèn)其正確認(rèn)識(shí)，并進(jìn)一步提高重復(fù)保留的可能性。</p><p>　　在我們的會(huì)議中，每一個(gè)學(xué)習(xí)者應(yīng)該熟悉設(shè)備，展示了無菌技術(shù)和執(zhí)行過程的直接監(jiān)督下的假人。</p><p><b>　?。ㄆ撸┨峁┓答?lt;/b></p><p>　　可提供同時(shí)觀察每個(gè)學(xué)員的執(zhí)行過

69、程，個(gè)人和即時(shí)反饋和指導(dǎo)，可以回答任何問題。 此外，從觀察其他學(xué)員的表現(xiàn)反饋是非常有益的。</p><p><b>　?。ò耍┰u估性能</b></p><p>　　在這一點(diǎn)上，學(xué)生們證明他們已經(jīng)不接受額外的指導(dǎo)或提示的情況下了解到的。 然而，單一的表現(xiàn)并不能保證的新功能已被可靠的存儲(chǔ)和需要額外的做法。 在我們的會(huì)議，這將構(gòu)成示范學(xué)習(xí)者的整

70、個(gè)過程沒有提示或指導(dǎo)。 這里的主要問題是時(shí)間和資源。 如果有足夠的時(shí)間，或者如果一個(gè)額外會(huì)議的安排，他們可以練習(xí)的過程幾次，最終證明他們的表現(xiàn)。 這是不可能的，以評估期望的結(jié)果，“一個(gè)真正的病人”插入腹腔漏一個(gè)在同一屆會(huì)議，但在上調(diào)用和病房，學(xué)習(xí)者得到了執(zhí)行過程的機(jī)會(huì)。 由于侵入性的程序，他們“必須”進(jìn)行監(jiān)督，并協(xié)助最初練了幾次后，他們將能夠執(zhí)行它的獨(dú)立。</p><p>

71、　?。ň牛┘訌?qiáng)保留和轉(zhuǎn)讓</p><p>　　一旦我們有理由相信，新功能的可靠存儲(chǔ)，我們可以增加的可能性，他們將在一個(gè)較長的一段時(shí)間內(nèi)保留通過提供實(shí)踐和行距評論。</p><p>　　重復(fù)學(xué)到的概念，是加強(qiáng)保留的有效手段，雖然經(jīng)常被學(xué)生討厭。 此外，知識(shí)和技能轉(zhuǎn)移到新的問題和情況是最指令的目標(biāo)，但課堂時(shí)間限制，使得它更難以實(shí)現(xiàn)。</p><p>　　要加強(qiáng)

72、保留，學(xué)習(xí)者應(yīng)該在一個(gè)虛擬的幾次練習(xí)的過程。 休息時(shí)間，打破更頻繁的做法是更有效。 知識(shí)轉(zhuǎn)移構(gòu)成在臨床上應(yīng)用他們的技能，而最初被監(jiān)督。 通過審查的關(guān)鍵點(diǎn)，回答問題，并要求學(xué)習(xí)者的反饋，可以關(guān)閉會(huì)話。</p><p>　　在設(shè)計(jì)這樣一個(gè)會(huì)議，有幾個(gè)因素需要考慮，包括性質(zhì)，目標(biāo)設(shè)定，時(shí)間，可用資源，制度約束，內(nèi)容，學(xué)習(xí)者的數(shù)量，他們的特點(diǎn)和自己的喜好。 最有效的方式來實(shí)現(xiàn)精神運(yùn)

73、動(dòng)目標(biāo)是讓學(xué)習(xí)者執(zhí)行和實(shí)踐后，他們準(zhǔn)備與一些講座或示范活動(dòng)。 會(huì)議應(yīng)涵蓋3個(gè)領(lǐng)域是必要的教學(xué)精神運(yùn)動(dòng)技能：</p><p>　　1）在實(shí)踐：目標(biāo)，績效標(biāo)準(zhǔn)，以及它如何，應(yīng)該由專家。</p><p>　　2）在實(shí)踐：關(guān)鍵線索，以及如何使用信息。</p><p>　　3）經(jīng)過實(shí)踐反饋，加強(qiáng)保留和轉(zhuǎn)讓。</p><p><b>

74、　　結(jié)論</b></p><p>　　加涅的理論提供了大量有價(jià)值的信息，以教師。 運(yùn)用加涅的九個(gè)步驟模型是一個(gè)很好的方式，以確保有效和有系統(tǒng)的學(xué)習(xí)計(jì)劃，因?yàn)樗菇Y(jié)構(gòu)的課程計(jì)劃和教學(xué)的整體觀。</p><p>　　我們必須牢記，這些事件的確切形式是不是一般可在指定的所有教訓(xùn)，而是必須為每個(gè)學(xué)習(xí)目標(biāo)決定。</p><p>　　最頻繁的學(xué)生所需的性能