美国伯克利代写Assignment:学习材料的理解

2018-05-28 14:34

除了积极参与之外，Gagne设计的另一个关键要素是要考虑学习者的特点。Gagne设计模型展示了以学习者为中心的设计。Gagne模型从另一个角度展示了一个不同的视角来实现学习者的动机。学习者特征是在Gagne模型中定义学习目标的一个重要因素。Gagne设计模型展示了学习者的记忆、处理、感知和态度是影响学习者学习动机和学习效果的因素，而Gagne模型的另一个要素是学习者控制。虽然Gagne提出学习者应该对自己的学习有一定的控制，Richey指出设计师应该控制教学过程(Richey, 2010)。在Gagne设计模式下，设计师可以构造外部因素来促进和促进内部学习的机会。因为Gagne模型的结构是包含内部和外部元素的，学习者和教师可以在学习过程中形成伙伴关系(Gagne, 1985)。根据Tse-Kian & Mai(2009)的研究，Gagne的9个教学事件的使用创造了一个能吸引学习者注意力的环境，激发学习者参与学习过程，提高学生对学习材料的理解。
美国伯克利代写Assignment:学习材料的理解
Aside from active participation, another key element of Gagne's design takes learner characteristics into consideration. The Gagne design model presents a learner-centered design. The Gagne model presents a different perspective from the other models on achieving a learner's motivation. Learner characteristics are an important element of defining learning objectives within the Gagne Model. The Gagne design model presents that the learner's memory, processing, perception, and attitude are factors that contribute to the motivation of a learner and the learning outcome .Another element of Gagne's model is learner control. While Gagne presents that learners should possess some control over their learning, Richey points out that the designer should have the control of instructional process (Richey, 2010). With the Gagne Design model allows for the designer to structure external factors that promote and facilitate internal learning opportunities. Because the Gagne model is structured in a way that incorporates both the internal and external elements, the learners and the instructors can form a partnership within the learning process (Gagne, 1985). According to Tse-Kian & Mai (2009), the use of Gagne's Nine Events of Instruction creates an environment that holds the attention of the learner motivates the learner to be involved in the learning process and increases the student's understanding of the learning material.

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