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首页> 美国卫生研究院文献>SpringerPlus >General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences about the past and the future of two sciences of learning and teaching
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General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences about the past and the future of two sciences of learning and teaching

机译：一般教学法和教学设计：双胞胎般的双眼跨大西洋的对话探讨异同关于两种学与教科学的过去和未来

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Although General Didactics (GD) and Instructional Design (ID) have not shown many points of contact in the past, there are some obvious parellels from the perspective of their historical development. This will be examined in detail in this article. More specifically, we speak about model building, which has characterized General Didactics and Instructional Design for some decades. However, the models of General Didactics and Instructional Design are not problem-free with regard to the continuity and advancement of both disciplines. First, we will describe the historical roots of both disciplines and examine which elements of theory are of central importance. Second, we will try to answer the question of which kind of model building could be considered as predominant and what problems result from this predominance. In order to do this, we will describe empirical studies on the use of instructional models and discuss these studies from the perspective of the philosophy of science. Third, we will draw inferences for future processes of model building in order to prevent the same problems that happened in the past from happening again. Finally, we will discuss the issue of what General Didactics can learn from Instructional Design and vice versa.
机译：尽管通用教学法（GD）和教学设计（ID）过去没有显示很多联系点，但从它们的历史发展角度来看，还是有一些明显的相似之处。本文将对此进行详细研究。更具体地说，我们谈论的是模型构建，该模型已成为通用教学法和教学设计的特色，已有数十年的历史。但是，就两门学科的连续性和发展而言，“通用教学法”和“教学设计”模型并非没有问题。首先，我们将描述这两个学科的历史根源，并研究哪些理论要素至关重要。其次，我们将尝试回答以下问题：哪种模型构建可被认为是主要模型，以及该模型产生了哪些问题。为此，我们将描述使用教学模型的实证研究，并从科学哲学的角度讨论这些研究。第三，我们将对模型构建的未来过程进行推断，以防止再次发生与过去相同的问题。最后，我们将讨论通用教学法可以从教学设计中学到什么，反之亦然的问题。

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