Design And Practice Of Complex Learning Based On 4C/ID Model

The 21 st century skills alliance of the United States proposed three sets of indispensable skills,and Apollo Group puts forward the requirements for talent capacity structure of vocational professional skills,which are the basis for students to engage in specific jobs in the future and the fundamental for vocational schools to cultivate students' comprehensive vocational ability.However,through consulting,analyzing,and collating relevant literature,and combining field investigations with multiple vocational schools in Shanghai,it is found that the current complex skills are faced with several problems,such as difficulties in the decomposition of learning tasks,fragmentation of the learning process,and achieving ability transfer.Therefore,this paper proposes to use Four-Component Instructional Design(4C/ID)to support the design of complex skills learning.Firstly,based on the understanding the connotation of complex learning,4C/ID model,recurrent skills and non-recurrent skills,this paper proposes a theoretical framework to support complex learning,and expounds how situational learning,project-driven learning,collaborative learning and experiential learning can be integrated to support complex learning.Secondly,the requirements of creative learning design of complex skills and the support of 4C/ID model for complex learning are analyzed,and the complex skills learning mode based on 4C/ID model is constructed.Thirdly,taking one of Shanghai secondary vocational schools as a pilot project and taking "rose porcelain appreciation" skill learning as the target skill,the learning activities of recurrent skills,non-recurrent skills and comprehensive application skills are designed respectively from the activity definition,implementation steps and design points.Fourthly,using the experimental design of pretest and posttest between the experimental group and control group,the paper discusses whether "rose porcelain appreciation" skills learning activities based on the 4C/ID model can improve the students' learning performance,enhance the students' self-confidence and reduce students' anxiety and cognitive load.Results show that the learning performance of the experimental group is significantly higher than the control group in the scheme and skills.But there is no significant difference between the experimental group and the control group in self-confidence and anxiety.And there is no significant difference in cognitive load except that the experimental group's correlational cognitive load is significantly lower than the control group.Finally,the paper summarizes the research achievements and shortcomings of our research,and prospects the next stage of related research.