Instructional design models for wellstructured （教学设计模型间断）.pdfVIP

Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes [] David H. Jonassen Although problem solving is regarded by PROBLEM: INSTRUCTIONAL-DESIGN most educators as among the most important MODELS FOR PROBLEM SOLVING learning outcomes, few instructional design prescriptions are available for designing prob- f-1 Most educators agree that problem solving lem-solving instruction and engaging learn- is among the most meaningful and important ers. This paper distinguishes between kinds of learning and thinking. However, well-structured problems and ill-structured most taxonomies of learning and instructional problems. Well-structured problems are con- design models do not even acknowledge it as strained problems with convergent solutions a learning outcome. After abandoning prob- that engage the application of a limited num- lem solving by name in his earlier taxonomy ber of rules and principles within well- (Gagn6, 1977), Gagn~ (1985) later regarded defined parameters. Ill-structured problems problem solving as the synthesis of other rules possess multiple solutions, solution paths, and concepts into higher-order rules, which fewer parameters which are less manipulable, can be applied in a constrained set of situa- and contain uncertainty about which con- tions. Since Blooms taxonomy (Bloom, Engle- cepts, rules, and principles are necessary for shart, Furst, Hill, Krathwohl, 1956) was the solution or how they are organized and developed to classify test outcomes and not which solution is best. For both types o