6 外文文献原文及译文

原文：

Gagne's Theory of Instruction

Michael Corry

Dr. Donald Cunningham

P540 - Spring 1996

Robert Gagne's theory of instruction has provided a great number of valuable ideas to instructional designers, trainers, and teachers. But is it really useful to everyone at all times? During this paper, I will assume the position of a teacher educator (something I have done formally for several years now) while examining the strengths and weaknesses of Gagne's theory of instruction. Driscoll (1994) breaks Gagne's theory into three major areas - the taxonomy of learning outcomes, the conditions of learning, and the events of instruction. I will focus on each of these three areas while briefly describing the theory of instruction. Once this brief introduction of the theory is completed, I will attempt to turn this theory "back upon itself" while examining the strengths and weaknesses of it's various assumptions.

Gagne's Theory of Instruction

As previously explained Gagne's theory of instruction is commonly broken into three areas. The first of these areas that I will discuss is the taxonomy of learning outcomes. Gagne's taxonomy of learning outcomes is somewhat similar to Bloom's taxonomies of cognitive, affective, and psychomotor outcomes (some of these taxonomies were proposed by Bloom, but actually completed by others). Both Bloom and Gagne believed that it was important to break down humans' learned capabilities into categories or domains. Gagne's taxonomy consists of five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Gagne, Briggs, and Wager (1992) explain that each of the categories leads to a different class of human performance.

Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and external conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the learner knows prior to the instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is presented externally to the learner. For example, what instruction is provided to the learner.

To tie Gagne's theory of instruction together, he formulated nine events of instruction. When followed, these events are intended to promote the transfer of knowledge or

information from perception through the stages of memory. Gagne bases his events of instruction on the cognitive information processing learning theory.

The way Gagne's theory is put into practice is as follows. First of all, the instructor determines the objectives of the instruction. These objectives must then be categorized into one of the five domains of learning outcomes. Each of the objectives must be stated in performance terms using one of the standard verbs (i.e. states, discriminates, classifies, etc.) associated with the particular learning outcome. The instructor then uses the conditions of learning for the particular learning outcome to determine the conditions necessary for learning. And finally, the events of instruction necessary to promote the internal process of learning are chosen and put into the lesson plan. The events in essence become the framework for the lesson plan or steps of instruction.

Strengths and Weaknesses of the Theory and it's Assumptions

As a teacher educator who has employed Gagne's theory into real life, I have some unique insights into the strengths and weaknesses of the theory and it's assumptions. I will again structure my comments following the three areas of the theory as described by Driscoll (1994). I will first examine the domains of learning outcomes. As a teacher the domains of learning have helped me to better organize my thoughts and the objectives of the instructional lesson. This proved to be very beneficial to me as a teacher, because I was always looking for a good way to put more structure into the objectives of my lesson plans. Additionally, the domains of learning helped me to better understand what types of learning I was expecting to see from my students.

One of the greatest weakness that I experienced with Gagne's theory was taking the goals I had for my students, putting them into the correct learning outcome category, and then creating objectives using Gagne's standard verbs. I would like to break this problem into two parts. First, as I began to use the theory, it quickly became apparent that some goals were easy to classify into the learning outcome categories, but that many were not as easy to categorize. As a teacher, I spent a great deal of time reading and studying Gagne's categories in an attempt to better understand how certain goals fit in the different categories. This was good in the sense that it forced me to really understand what I wanted my students to do. But, on the other hand, it always caused me a great deal of uneasiness about whether or not I was fouling up the whole process by putting the goal into the wrong learning outcome category.

The second half of this weakness has to do with creating objectives using Gagne's standard verbs. After the experience with categorizing the goal into the proper learning outcome, I was faced with changing my goal into a performance objective using one of the standard verbs. This always bothered me as a teacher because I felt like I couldn't always force my objectives into the form that the theory needed. I do believe that writing down objectives is very important, but the standard verbs made the process so rigid that I felt like I was filling in the blanks. I always felt like I had no

creativity in writing the objectives - I felt pigeonholed. Along with this feeling came the fact that all objectives had to be written in performance terms. This also made me feel a little uneasy because I felt that some of the overriding objectives I had for my students could not be expressed in performance terms. This objectives were more process oriented than product oriented. It was always very difficult to put these processes into performance terms using the standard verbs.

As a teacher educator I found that the conditions of learning proposed by Gagne were very beneficial. I saw them as guidelines to follow. I didn't take them to be algorithmic in nature but more heuristic. They seemed to make logical sense and in fact I think they helped me better structure my lesson plans and my teaching. Once again however, even though I viewed the conditions as heuristics, I did feel that I was somewhat of a robot carrying out commands. I always felt as though I was being driven by the conditions.

This leads directly to a discussion of the events of instruction. I felt that the events of instruction really helped me the most as a teacher. The events gave me the skeleton on which I could hang my lesson. The events not only provided me with a road map to follow, but also a way to look at my lesson plans in a more holistic nature. I was able to see how the parts of the lesson fit together to achieve the ultimate goal.

This part of Gagne's theory seemed to be the least rigid to me because you did not have to follow it as rigorously as other parts of the theory. For example, Gagne explains that most lessons should follow the sequence of the events of instruction, but that the order is not absolute. While I appreciated the fact that this was less rigid than other parts of the theory, I always had one important question. If the events of instruction follow the cognitive learning process, then why would it be advisable to change the sequence of the events or to leave events out? Wouldn't this have a great impact of the learning process? Would learning still take place?

This leads me to the learning theory upon which Gagne bases his instructional theory. As a teacher early in my career who was very enamored with computers, cognitive information processing theory seemed like a great explanation of the learning process (I am not sure I still feel the same way). However, those who do not understand or agree with cognitive information processing theory might not feel the same. For those people, I believe that Gagne's theory might not work very well for them.

Conclusion

In conclusion, I would like to summarize the points I have tried to cover in this paper. First of all, Gagne's theory does provide a great deal of valuable information to teachers like myself. I believe it is mostly appealing to those teachers who may be early in their teaching careers and are in need of structure for their lesson plans and a holistic view of their teaching. The theory is very systematic and rigid at most points. It is almost like a cookbook recipe to ensure successful teaching and ultimately

learning by the students. However, the systematic nature of the theory may be a

turn-off for many teachers, particularly those who like to be creative, don't like rigidity, and who don't believe in a cookbook approach to ensure learning.

An additional point to cover is that the theory is not always easy to implement. I am sure I am not alone in my feeling that many times it is difficult to take the goals I had for my students, put them into the correct learning outcome category, and then create objectives using Gagne's standard verbs.

The final point I would like to cover deals with the learning theory upon which Gagne bases his theory. First of all, if the events of instruction really match up with the learning process, then I do not believe it would be advisable to change the sequence of the events or to leave certain events out of the sequence altogether. Second, cognitive information processing is not acceptable to all teachers. Many teachers would not agree with this idea of how learning takes place. For those who disagree with cognitive information processing, Gagne's theory of instruction would not fit their needs.

Bibliography

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.

Gagne, R. M., Briggs, L. J., &

Wager, W. W. (1992).

Principles of instructional

design. Fort Worth: Harcourt

Brace Jovanovich.

译文：

译者：马钰

Gagne的教学理论

迈克尔·科里

唐纳德·坎宁安博士

P540 - 1996春

Robert Gagne的教学理论为教学设计者、培训人员和教师提供了大量的宝贵意见。这是不是真的对大家总是有用呢？在本文中，我将承担教师教育（这是我正式做了好几年）的位置，同时检查指令的Gagne理论的长处和短处。Driscoll (1994)减免Gagne的理论分为三个主要领域——学习的分类结果,学习

的条件,教学活动。我将重点放在这三个领域，同时简要介绍教学理论。一旦完成了这一理论的简要介绍,我将尝试把这一理论“回到其自身”，而研究它的各种假设的长处和短处。

Gagne的教学理论

如前面所解释的，Gagne的教学理论通常分为三个区域。第一个领域，我将讨论的是学习成果的分类。Gagne的学习成果分类法有点类似于Bloom的认知,情感,和精神运动结果的分类(这些分类法中虽然有一些是由Bloom提出的,但实际上是由其他人完成)。即Bloom和Gagne认为，给人类的学习的能力分类别和领域是很重要的。Gagne的五类学习结果分类：言语信息，智慧技能，认知策略，态度和动作技能。Gagne, Briggs, and Wager (1992)解释说，不同的分类导致人类不同的表现。

Gagne的教学思想必不可少的是他所谓的“学习条件”。他将这些打破并分成内部和外部条件。内部条件处理学习者以前学过的功能。或者换句话说，学习者知道指令之前。外部条件将处理的刺激（一个纯粹的行为主义术语）外部呈现给学习者。例如，哪些指令提供给学习者。

将Gagne的教学理论组织在一起，他制定了九大教学事件。这些事件的目的是促进知识或信息通过感知记忆阶段的转移。Gagne的教学理论立足于学习理论信息的认知加工。

Gagne理论付诸实践的方式如下。首先，教师确定教学目标。这些目标必须被归类到学习成果的五个领域之一。每个目标必须在性能方面使用一个标准的动词(即国家、歧视、分类等)与特定的学习成果。然后教师使用特定的学习结果的学习条件来确定学习的必要条件。最后，要促进学习的内部处理指令的事件被选择并投入教案。事件在本质上成为教案或教学步骤框架。

理论的优缺点和假设

作为一名将Gagne的理论应用于现实生活中的教师教育者，我对理论的优缺点及其假设有一些独特的见解。正如Driscoll (1994)讲述的那样，我将从理论的三个区域再次构建我的意见。首先我将考察学习结果的领域。作为一名教师学习的领域帮助我更好地组织思想和教学课程的目标。事实证明，这对我很有利，因为我一直在寻找将更多的构建意见变成我的教案目标的好方法。此外，学习领域帮助我更好地理解我期待从我的学生看到学习的分类。

我运用Gagne理论的经历中遇到的最大的一个缺点是为我的学生设定目标并将其放入正确的学习结果分类，然后利用Gagne的标准创建。我想把这个问题分为两部分。首先,我开始使用这个理论,它很快变得明显,一些目标是容易进入学习结果分类的,但许多人没有那么容易分类。作为一名教师，我花了大量的时间阅读和研究Gagne的类别，试图更好地了解某些目标适合的不同的类

别。这点是好的,因为它迫使我真正理解我想让我的学生做些什么。但是,另一方面,整个过程中我是否把目标放在错误的学习结果分类中它总是让我感到不安。

这第二个弱点，是使用Gagne的标准动词创建目标。有了将目标正确的分类到学习成果的经验后，我面临着使用标准的动词来改变我的目标使之成为绩效目标。作为一名教师，这一直困扰着我，因为我觉得我不能总是强迫我的目标纳入该理论所需要的形式。我相信写下的目标是非常重要的，但是标准动词做的过程过于僵化，我觉得我是填空。我总觉得我没有写作目标创意，我觉得束之高阁。伴随着这种感觉来的事实,即所有的目标都必须写在性能方面。这也使我感到有点不安，因为我觉得我的一些学生们的首要目标可能无法在性能方面表达。这个目标相比产品导向更注重过程。它总是很难在这些过程性能方面使用标准的动词。

作为一名教师，教育工作者，我发现Gagne所提出的学习条件十分有利。我把他们的准则当作向导。我没有把它们当做算法，但受到更多的启发。他们似乎具有逻辑意义，事实上，我认为他们帮助我更好地构建我的教案、我的教学。再次，即使我观看了条件、受到了启发，我也觉得我有点像机器人执行命令一样。我总觉得自己好像是被驱动的条件。

这直接导致教学事件的讨论。作为一名教师我觉得教学事件真的帮了我。事件的骨架给我经验教训。该活动不仅给我提供了一个路线图可以追随, 也是更整体性看待我的教案的一种方式。我能够看到课程的部分如何组合在一起，以实现最终目标。

Gagne的理论，这部分对我似乎是刚性的，因为你没有像对待理论的其他部分那样刚性地对待它。例如,Gagne解释说,大多数课程应遵循的事件的顺序指令,但这不是绝对的。然而我赞赏的事实是，这比理论的其他部分刚性较差。我一直有一个重要的问题。如果指令的事件遵循认知学习过程,那么为什么会明智的改变事件的顺序或离开事件?不会对这个学习过程有很大的影响吗?学习还会发生吗?

这致使我的学习理论依赖于Gagne的教学理论。作为一名教师，在我职业生涯早期非常迷恋电脑，认知信息加工理论似乎是在学习过程中（我不知道我仍然有同样的感觉）的一个很好的解释。然而，那些不明白或不同意认知信息加工理论的可能不会有同样的感觉。对于这些人，我相信，Gagne的理论可能无法很好地他们工作。

结论

最后，我想总结一下我曾尝试在本文中涵盖的要点。首先，Gagne的理论确实为像我一样的老师提供了大量有价值的信息。我认为这主要是吸引那些可能在早期的教学生涯需要结构课程计划和教学整体视图的老师。该理论是非常系统的，刚性的，多点化的。它几乎像一个食谱配方,以确保教学和学生学习的最终成功。然而, 理论的系统性可能让许多教师难以接受,尤其是那些喜欢创新,不喜欢刻板的教师，不相信食谱的方法,难以确保学习。

另外一个点覆盖的是，该理论并不总是容易实现。我相信并不是我一个人的感觉，为我的学生设定目标并把他们放到正确的学习结果分类中是很困难的，然后利用Gagne的标准动词创建目标。

最后一点，我想基于Gagne的教学理论来涵盖处理学习理论。首先,如果指令的事件真的匹配的学习过程,然后,我不认为改变事件的顺序或离开某些事件的序列是明智的。第二,所有认为认知信息处理不可接受的教师。许多老师不认同学习思想的发生。对于那些不同意认知信息处理的教师,Gagne的教学理论不符合他们的需求。

参考书目

德里斯科尔，MP（1994）.《学习心理学的教学》. 台北：五南。

Gagne，RM，布里格斯，LJ.WW（1992）《教学设计原则》. 沃斯堡：夏布雷斯Jovanovich出版社。

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