共查询到19条相似文献，搜索用时 62 毫秒
1.
绩效技术是近年来教育技术研究的热点问题。绩效技术作为教学设计在商业领域应用的延伸,为教学设计理论研究开拓了新的思路。通过对绩效技术思想的分析,阐述了绩效技术对信息化教学设计的启示,在借鉴人类绩效技术（HPT）模型和教学系统化设计（ISD）模型的基础上,建构了基于绩效技术的信息化教学设计模型,结合实际教学,以《音频处理》一课为例,分析了该模型在信息化教学中的应用。 相似文献
2.
胡乡峰 《通化师范学院学报》2010,31(2):77-79
绩效技术通过运用分析、设计、开发、实施和评价的系统方法来提高个人和组织机构的工作业绩,近几年得到了广泛的关注和重视．绩效技术具有系统性、开放性、目的性和科学性的基本特征,它建立在系统论、学习理论、教学系统设计、评价学、人力资本理论等理论基础之上．将绩效技术应用于企业员工培训,可以使培训更为科学、高效,切实提高企业员工的工作绩效,其基本步骤为绩效分析、原因分析、干预选择和设计、干预实施和变革、评估． 相似文献
3.
陈冰梅 《沈阳教育学院学报》2010,12(1):77-80
分析了我国高职教育课程体系设置现状,认为存在的主要问题是重理论,轻实践;重知识的系统性,忽视所学知识与当前企业发展之间的联系。提出将绩效技术融入高职课程教学设计的改革设想,并以此为基础．设计出基于绩效技术的高职课程教学模型。 相似文献
4.
周松 《中国教育技术装备》2010,(21):49-50
从历史的角度来看,绩效技术起源于程序教学和教学系统设计,后来才运用发展到企业培训中,因此,教学设计与绩效技术有着巨大的联系。然而随着信息化时代的到来,教学设计也融入信息化环境的潮流中,从传统的教学设计转变为信息化教学设计。主要探讨绩效技术是如何在信息化教学设计中体现与运用的。 相似文献
5.
文章在绩效导向研究的基础上,以教学系统设计中"关联"教学的工作原理为依据,对企业绩效培训的内容与过程进行研究,总结出绩效导向企业培训的特点及教学设计原则。将企业培训中的学习、教学与绩效技术进行整合,设计了教学与绩效关联的企业培训教学设计过程模式及基于关联原理的绩效导向教学设计思路。通过对以上内容的详细论述分析,进一步为企业培训提供借鉴。 相似文献
6.
从教学设计到绩效技术 总被引：65，自引：0，他引：65
绩效技术是运用分析、设计、开发、实施和评价的系统方法来提高个人和组织机构的工作业绩的研究领域。一般认为,从历史的角度看,绩效技术主要起源于程序教学和以后的教学系统设计。以后,认知科学、信息技术、组织开发、改革理论与实践等又将绩效技术的研究推向深入。本文研讨从教学设计到绩效技术的演变,目的是使我国教育技术界的同行更深刻地了解教学设计与绩效技术,并从中获取于当前教学改革有益的观念。 一、教学设计：从媒体编制到系统设计 教学设计本身有一个演变过程,这种演变可以从两个角度来认识：向深度和向广度的发展。深度… 相似文献
7.
吴波 《晋城职业技术学院学报》2010,3(6):14-17
绩效技术正成为教育技术学科日益关注的一个领域。高职教师教学绩效评价是提高教学质量的关键,它直接影响着学生知识技能的获得和教师教学水平的提高。提出将绩效技术融入高职教学绩效评价的改革设想,并以此为基础,设计出基于绩效技术的高职教学绩效评价ADDIE模型。 相似文献
8.
分析教学系统设计的意义以及绩效技术对教学设计的影响,以传统教学设计模式为例,透析教学设计中存在的绩效思想,以此为教育工作者提供良好的指导。 相似文献
9.
在数字化转型背景下，教师如何应对技术压力、激发其教学创新动力、提升工作绩效，是教育技术变迁对教师专业发展的客观要求。基于此，文章以成长型思维和固定型思维为调节变量、技术压力为自变量、教学创新行为为中介变量、工作绩效为因变量，设计了有中介的调节效应假设模型；随后以江浙沪地区的中小学教师为研究对象，通过问卷数据分析和假设验证，探究了技术压力对教师工作绩效的影响，结果发现：技术赋能的教学创新行为能够显著提升教师工作绩效；技术压力会阻碍教师的教学创新及其工作绩效；教学创新行为在技术压力与工作绩效之间起部分中介效应；技术压力对工作绩效的直接效应和教学创新行为的中介效应均受两种思维模式的调节。文章的研究结论为教师技术压力的缓解提供了思维调节的思路，为教师利用技术创新教学提供了效益证据，并为数字化转型在教师层面的推进提供了突破方向。 相似文献
10.
谈教育技术视野中的绩效技术 总被引：8，自引：0，他引：8
不断发展的社会需求以及对教育技术学学科体系探讨的逐步深入 ,引发了对绩效技术的关注 ,本文从教育技术领域内对绩效技术的认识与研究出发 ,通过对绩效技术使用方法的简要介绍 ,对教育技术与绩效技术的联系及绩效技术与教学设计的关系进行了较为深入的剖析。最后提出了如何将绩效技术纳入教育技术自身的研究范围以拓展教育技术的应用研究领域。 相似文献
11.
B.A. Bichelmeyer 《Performance Improvement Quarterly》1999,12(4):82-98
The Accomplishment-Based Curriculum Development system is based on ten key principles which provide a cohesive framework for the processes of human performance technology and instructional design. These ten principles are: the performance equation; the basic progression of performance; the processes of front-end analysis; the three types of behavior characteristics; logic regarding information storage and retrieval; the general tactics of instruction; the relationship of learning problems and special instructional tactics; the process of instructional design; the progression of materials development; and the relationship between analysis and evaluation. This article provides an overview of each principle, outlines the connections that link the individual principles into an integrated system of human performance technology and instructional design, and compares these principles to the work of others in the field. Finally, this article serves to document the contributions made by Joe Harless to the disciplines of human performance technology and to instructional design. 相似文献
12.
Although most workplace learning occurs informally, instructional design and technology professionals often focus their attention on more formal interventions, such as training. This article addresses a research study that examined the perception and use of informal learning strategies among instructional design and technology graduate students, the future members of the workforce of instructional designers and performance improvement practitioners. Results of this study may have implications for both instructional design and technology graduate programs and managers of instructional design and technology teams in organizations. 相似文献
13.
Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. 相似文献
14.
《Performance Improvement》2017,56(8):37-45
Not all instructional design models are fully integrated into the HPT practice. Some of these processes such as the successive approximation model (SAM) and the lot like Agile methods approach (LLAMA) are the outgrowth of Agile processes for instructional design. The major design processes are often assumed to be competitive; that is, one model is better than the other. However, most Agile instructional design processes assume that the most ubiquitous performance solution is e‐learning, hence the direct integration of Agile processes. Therefore, instead of thinking about design models, we think about instructional methods and solutions over human performance technology (HPT). These methods are all equal until one understands the conditions or the context of the instructional or performance problem. We recommend designers reverse engineer the Agile instructional systems design process by using a rapid performance analysis method that quickly pinpoints and confirms the performance problem(s). 相似文献
15.
Yeol Huh 《Performance Improvement》2015,54(7):35-36
When I was completing my coursework for both my MS and PhD programs in instructional systems technology, I was exposed to a number of theories, models, principles, and frameworks for the fields of instructional and performance technologies. Theories have provided me with a solid understanding of the relationships among various constructs and also provided me with explanations of certain phenomena, whereas models, principles, and frameworks have provided me with concrete ideas as to how to apply theoretical knowledge to actual instructional design and development (IDD) and human performance technology (HPT) projects. 相似文献
16.
教学设计的内涵及其应用 总被引：7，自引：0，他引：7
教学设计的内涵随着社会的发展得到不断的深化,对此不但可以从狭义和广义两方面来理解,还可以从绩效技术的发展、教学设计的科学性和艺术性等角度来认识。通过对教学设计的应用层面、应用模式等基本要素的简要分析,阐述了教学设计应用的两个现实问题。 相似文献
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18.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
19.
William L. Solomonson 《Performance Improvement》2008,47(7):12-19
The instructional designer faces the dual task of driving the instructional design process while managing a positive relationship with the subject matter expert. It is this latter task of relationship management that is often overlooked in practice and research in the field of human performance technology. 相似文献