Research And Practice On The Utilization Of Instructional Prescription Theory

In 1998, based on integrating the achievements of previous instructional design theories, Dr. Zheng Yong-bo advanced a new theory: Instructional Prescription Theory, this new theory can be appropriate for informatization instructional design. But during the past ten years nearly, no more achievements of Instructional Prescription Theory was published, so there have few references for utilization of this new theory to guide instructional design practices.This thesis put forward a practical model for Instructional Prescription Theory after interpreting it. And then gave a systematic design for the public curriculum Modern Educational Technology of Hunan University of Science and Technology, gave a summarization to the instruction reform for the curriculum during the post three years, analyzed the issues simply, and looked forward the future of Instructional Prescription Theory roughly.This thesis is composed of five chapters which are titled by Summary of the Study; Instructional Prescription Theory and its Utilization; Designing the Instructional Prescription of Modern Educational Technology; Outcome and Implementation of the Design; Cases and Discussions. The primary content of the chapters is following:In chapter one, the author reviewed the history of Instructional Design research simply, then introduced the conception of Instructional Design based on prescribed instruction simply, put forward the question: Can we prescribe according to questions, and then introduced the newer trends of the research on problem-based instruction during the post several years.In chapter two, the author introduced the main contents and characteristics of Instructional Prescription Theory, then put forward a practical model for it, and then expounded how to utilize the theory particularly.In chapter three, the author gave a systematic analysis and design for the instruction of Modern Educational Technology based on Instructional Prescription Theory according to the current situation, and put out different prescriptions to learners under various instructional conditions and for different instructional outcomes finally.In chapter four, the author gave a specification of the design for the prescriptions...