【作 者】：
何文涛， 周跃良， 李鸣华， 朱玲林， 李菲茗
【关 键 词 】：
DCR； IIS图； 教学系统； 一致性； 适应性； 参与度
【栏 目】：
理论探讨
【中文摘要】：
基于DBR创生的情境性知识进行教学评测，多依赖从教者或专家的个人经验与个人智慧，主观性较强。为克服这一不足，研究基于DCR下的教学系统概念模型及IIS图分析法，以教学系统为研究对象，提出教学系统的质量评测应从教学系统的一致性、适应性和学生参与度三维度考虑，并以此为思考框架，构建出评测教学系统质量的指标体系，包括目标知识点的学习水平与任务类型的一致性、被激活的IIS子图与任务的知识组块的一致性、学习目标的层级多元性、媒体多元性、目标知识点的活动多元性、学生言语参与度、学生知识参与度、知识点总激活量、目标知识点总激活量等九大指标。这些指标值多通过教学系统中信息处理主体输出的信息流推算得来，难以干预，客观性较强。通过这些指标数据能客观、清楚地说明课堂教学的整体交互水平如何、教学手段与学习目标是否一致、学习目标的达成程度如何、教学系统能否应对突发教学问题及学生的课堂参与情况如何等反映教学系统质量的基本问题。
【英文摘要】：
The teaching evaluation based on the situational knowledge created by DBR mostly relies on the personal experience and wisdom of the teachers or experts, which is highly subjective. In order to overcome this deficiency，this paper, based on the conceptual model of the instructional system under DCR and the analysis of IIS diagram, takes the instructional system as the research object, and proposes that the quality evaluation of instructional system should be considered from three dimensions of consistency, adaptability and student participation of instructional system. Based on this framework, an index system to evaluate the quality of instructional system is constructed, including the consistency between the learning level of the target knowledge and the task type, the consistency of the activated IIS subgraph with the knowledge block of the task, hierarchical diversity of learning objectives, media diversity, activity diversity of target knowledge points, students' speech participation, students' knowledge participation, total activation of knowledge points, total activation of target knowledge points etc. Those index values are calculated from the information flow output by the information processing subject in the instructional system, which is difficult for people to intervene and has strong objectivity. Through those indicators, the basic problems that reflect the quality of the instructional system, such as the overall interaction level of classroom teaching, the consistency of teaching methods and learning objectives, the achievement of learning objectives, the ability of the instructional system to deal with emergent teaching problems and the students' classroom participation, can be explained objectively and clearly.