外文翻译--如何使用加涅的教学精神运动技能的教学设计模式

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1、How to use Gagnes model of instructional design in teaching psychomotor skills ABSTRACT Gagnes model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arr

2、ange specific instructional events to achieve those outcomes. Applying Gagnes nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical pr

3、ocedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagnes “events of instruction” to design a lesson plan for this subject. Keywords: Gagnes model, Information processing model, Instructional design, Teaching. Introduction 1Instructional events refer to a

4、ctions of both teacher and learners during the teaching session. Selecting appropriate events and planning them in the right format and the right sequence is crucial in a successful lesson design. A lesson design is a plan showing the type of structional events, their order and the kind of activity

5、taking place in each event. In designing a lesson plan, there are 2 important factors: the objectives and the learners. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain. We use Gagnes “events of instruction” to d

6、esign a lesson plan for this subject. Gagnes model of instructional design Robert Gagne is considered to be one of the foremost contributors to the systematic approach to instructional design and his theory has provided a great number of valuable ideas for trainers and teachers. Gagnes model of inst

7、ructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Gagnes theories have been applied to the desig

8、n of instruction in several domains, such as the military, flying, leadership, engineering and healthcare. Essential to Gagnes ideas of instruction are what he calls “conditions of learning”: internal conditions deal with what the learner knows prior to the instruction, external conditions deal with

9、 the stimuli that are presented to the learner, e.g. instructions provided by the teacher. The first step in Gagnes theory is specifying the kind of outcomes to be achieved. He categorized these outcomes into five types: verbal information, intellectual skills, cognitive strategies, attitudes, and m

10、otor skills. The second step is to organise appropriate instructional events. Gagnes “Events of Instruction” consist of the following: 1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prerequisite learning 4. Presenting the stimulus material 5. Providing learni

11、ng guidance 6. Eliciting the performance 7. Providing feedback 8. Assessing the performance 9. Enhancing retention and transfer Inserting a peritoneal drain is a motor skill, which corresponds to affective and psychomotor skill outcomes. The ideal number of learners for this kind of session is 4 or

12、5. The following instructional events can be organised for a lesson to teach insertion of a peritoneal drain: (I) Gaining attention When students arrive at class, their attention can be directed toward many other things, so in order for any learning to take place, first their attention must be captu

13、red and their interest should be aroused. Here are some examples: 1) An abrupt stimulus change, such as gesturing or speaking loudly 2) Starting the lesson with a thought-provoking question or interesting fact. 3) Providing an interesting visual or sound stimulus. Depending on the audience, multimed

14、ia(like PowerPoint slides) can be used to combine photographs, pictures, and sound.In our session, combining items 2 and 3 is a good starting point: a case scenario of a patient with ascites can be presented together with relevant investigations/images, asking the learners about the case. There is n

15、o doubt that curiosity motivates students to learn. (II) Informing the learner of the objective Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. A direct statement ca

16、n be used in our session: “upon completing this lesson you will be able to”: Consent the patient for insertion of a peritoneal drain Identify the correct anatomical point Identify the equipment required Prepare, position and monitor the patient Understand and perform the correct technique for insert

17、ion of a peritoneal drain under fully aseptic condition Understand the principles of securing, dressing and connecting the drain Understand the importance of appropriate analgesia post procedure Complete the appropriate documentation in patients medical notes (III) Stimulating recall of prerequisite learning Associating new information with prior knowledge and personal