摘要
教学模式的改革是我国教育改革成功与否的关键。以教师为中心
的教育思想、教学模式长期统治着我国的课堂教学。这种教学模式强
调以教师为中心，学生则被动地接受知识。这极不利于具有创新能力
人才的成长，所以必须改变这种以教师为中心的教学模式，建构能充
分体现学生认知主体作用，又注重教师指导作用的新型教学模式。本
文所研究的基于建构主义学习理论的教学过程设计模式正是这种新
型教学模式的理论基础。
基于建构主义学习理论的教学过程设计模式的提出是以建构主义
学习理论和教学设计理论为基础的。建构主义者认为知识不是通过教
师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他
人的帮助，利用必要的学习资料，通过意义建构的方式而获得。“情
景”、“协作”、“会话”、“意义建构”是建构主义学习环境中的四大要
素。该理论对学生和教师的角色进行重新定位：学生是认知的主体，
是意义的主动建构者；教师是学生意义建构的帮助者、促进者。
教学设计理论自六十年代至今，经过三十年的研究，日渐成熟，
并且已形成两大流派、三个层次。两大流派指：以“教”为中心的教
学设计理论；以“学”为中心的教学设计理论（也称建构主义学习理
论下的教学设计）。三个层次指：以教学系统为中心的教学系统设计
层次；以教学过程为中心的教学过程设计层次；以教学产品为中心的
教学产品设计层次。
基于建构主义学习理论的教学过程设计模式可分为三个阶段：（1）
准备阶段：包括教学目标分析、学习者特征分析、学习内容分析三步。
这三步共同决定了学习任务，学习任务是整个模式的核心，所有步骤
都围绕学习任务而展开；（2）学教互动阶段：包括学习情景设计、自主
学习策略设计、学习资源设计、认知工具设计、管理与帮助设计、总
结与强化练习等六步。前五步紧紧围绕学习任务形成双向循环体系。
这一阶段是整个设计过程的重心，也最能体现“以学为中心” 这一
特点；（3）评价与修改阶段：学习效果形成性评价、总结性评价、修改
拙于挫构主义学习现论的教学过程设计模人
等三步。评价是修改的基础，是教学设计成果趋向完善的调控环节。
显然，该模式充分体现了学生的认知主体作用，因而其突出的优点是
有利于学生的主动探索、主动发现，有利于创造型人才的培养。
该模式的中心是“学习情景创设”、“学习资源设计”、“学习策略
设计”。“学习情景创设”、“学习资源设计”是为学生主动建构创造
必要的环境和条件（提供学习的外因）；“学习策略设计”是整个教学
设计的重点——一通过各种学习策略激发学生去主动建构知识的意义
（诱发学习的内因）。本文使用较大篇幅对这三部分进行了详细论述。
Instructional mode reform is the determiner to the success of
education reform in our country. Teacher-centered educational thought
and instructional mode have ruled the classroom activities in our country.
It cmphasises teacher’s dominant position; yet students receive knowledge
passively. It’s no good for cultivating creative talents, so we must abandon
it and construct a new instructional mode which can fully embody
students?function during cognitive process and at the same time lay stress
on teacher’s guidance. In this article we shall study the theoretical basis of
this new mode.
The focal point of this thesis is to put forward an instructional process
design mode based on constructivist learning theory. The mode’s
heoretical basis is constructivist learing theory and instrcuctional design
theory. Constructivist believes that knowledge can not be acquired from
teaching but constructed meaningfully by the leaner. During this process
the learner need be in a certain learning environment, get help from his
teacher or learning partner and use necessary material. Then we may find
that the roles of teacher and student in this new mode are different from
their original ones: learner is the cognitive subject, and teacher is the
guide or the helper. The Instructional design is getting more mature ever
since 1960’s, which have two schools and three levels. The two schools
refer to teaching-centered instructional design and learning-centered
instructional design. The three levels include instructional system design,
~nstructional process design and instructional product design.
The instructional process design mode based on constructivist learing
theory can be divided into three stages. 1. Preparation stage: It consists of
instructional goal analysis, learner characteristic analysis and learing
content analysis. The three steps decide the learning task, which is the
core of the whole mode. All the steps of the mode spread around it. 2.
Learning teaching interaction stage: Theie are six steps comprising
learning environment design, learning tactics design, learning resource
design, cognitive tools design, management and help design, um and
..xercise. The first five steps center on learning task closely, forming
two-way circulatory system. 3. Evaluation and revision stage: Revision is
the basis of the education. so we can conclude that it is useful to develop
learner’s originality by using this mode.
The heart of the mode is learning environment design, learning tactics
design and learning resource design. Learning environment design and
learning resource design provide the indispensable condition and
requirement for the learner; learning tactics design stimulates learner to
construct the meaning of the knowledge on eir own initivative. In this
thesis we have discussed the three parts in detail.
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