The Design Theory Of Problem Enriched Instruction

This dissertation aims at constructing and giving demonstration of design theory on Problem Enriched Instruction (PEI) supported by Information technology. It consists of three parts: Theoretical study, Model elaboration and Instruction demonstration.In the part of Theoretical study, based on the study of instructional need and practical status of curriculum innovation and e-education, this dissertation analyses the characteristics and differences of various instructional design theories that focus on "problem", IT supported instructional transforming, and misapplications of IT supported instruction. Then, it explains the necessity of constructing a new design theory —-Problem Enriched Instruction. Following the above, it discusses the paradigm shift in curriculum development that focuses on problem, unit-oriented Mesoscopic instructional design, Scaffolding Learning, and functions of IT supported problem solving to conclude the feasibility and reality of Problem Enriched Instruction. Finally, it defines the ICT-supported Problem Enriched Instruction, and illustrates the theoretical framework of PEI's system structure and designing process.Based on the PEI's system structure and designing process, The part of Model elaboration discusses the models of PEI in five aspects: (1) The dissertation explains the organizational method of thematic unit content and the presentation of instruction objective for PEI, and analyses the design domain of instructional problem, the critical characteristics of different problems. Afterwards, it constructs the scaffolding template for problem design, and gives a series of indicators for checking the problems' effectiveness. (2) In the chapter on environment design, it addresses the idea of "whole space" continuum for environment design, and explains the flexible function of digital environment. Based on these researches, it pointes out the core of Problem Enriched Instructional environment design is constructing the problem context and increasing the transparency of problem context for learners. (3) In the chapter on process design, the dissertation shows the importance of PEI's instructional process design, and specifies the process of design from several important aspects, such as engagement design, task design, activitydesign, learning scaffolding design etc. (4) In chapter on resources design, the dissertation explores the distribution of instructional resources in PEI and the functions of informational resources for instruction, and demonstrates a series of strategies of resources application in PEI. (5) In the chapter on evaluation design, from the perspective of developmental evaluation, the dissertation analyses and puts forward a series of evaluation principles and practical strategies for PEI evaluation.In the part of Instruction demonstration, based on the PEI models established in Model elaboration part, it clarifies how PEI is demonstrated by instruction practice that adopted the strategies of teacher professional development and action research. And besides, it analyses the practical data, instructional cases and experience gathered during the demonstration process.In the end, the dissertation briefly summarizes the design theory of PEI.