On Experienced Instructional Design

Instruction is a life activity and also a means of promotion of the meaning and value of life. Instructional design is a kind of activity which aims at meeting the vital, developmental and effective needs of instructional activities. Experienced instructional design is a inner-created design which sets the forming of learning experience as inner cue instead of outer-imputed design which sets knowledge transferring as apparent axis, its focus on student's instant learning experience, on the real life and the meaning of life related to experience. Due to the emphasis on the meaning of knowledge and student's full spirits and life growth, the kind of instructional design overcomes such disadvantages of traditional instructional design as fragmentary knowledge instead of the whole person, rigid, unbeknown Future instead of real Present, design of outer behavioral criterions instead of inner, psychological experience, unreasonable manners of behaviors and thoughts caused by knowledge transferring instead of real experience. It indicates a kind of new design that is good for integration of rational and sensible development, of scientific and humane instruction.On the basis of instructional theory and instructional psychology, Experienced instructional design, as inner-created instructional design, takes practical problem solving as the logic starting, the forming of learning experience as the key, complex adaptive system as ontological foundation, situational learning theory as cognitive foundation, practical intelligence theory as foundation of axiology and training of practical thinking as direct object, which aims at fulfilling full spirit and life growth. That is, it is a Learning Course instructional design based on practical problem solving that pays more attention to learning environment and learning experience for the sake of promoting reliability and internal validity of experienced instructional design and more attention to practical problem solving for the sake of promoting the operation and generalization of the external validity of experienced instructional design. In a word, experienced learning is a kind of inner-creating instructional design with good reliability and validity that sets operation and creation of learning experience as inner main cue and practical problem-solving as apparent axis.The route of the research is set forth below: Take requiring analysis, theoretical hypotheses and experimental testing and principle as the plan, investigative, theoretical, experimental methods as means applied to studying necessarily, rationality, reality, effectivity and principle of experienced instructional design. The inner logic of experienced instructional design is unfolded in a way: problem solving as the breeding ground of experienced learning, reliability and validity of problems as indexes of effectivity of problem solving, practical problems as effective problems in reliability and validity, practical problem solving as training of practical thinking. The paper emphasizes the objective system of practical thinking according to its objects and means of value, content system based on practical problems according to knowledge situation and complexity of cognitive activities, processing system of practical problem solving according to situation of practical problem solving within and outer school and multi-problem-solving, organic system stimulating experience according to occurring structure and self-organization of experienced learning. To sum up, experienced instructional design is an instructional system, including the design of objective system based on practical thoughts, of content system based on practical problems, of processing system based on practical problem solving and of organizational system based on experience.According to requiring analysis of experienced learning, theoretical foundation, systematic construction and experimental test of experienced learning in the mathematical field, the paper sums up four basic principles of experienced learning design as follows:Firstly, experienced learning is a teaching system which possesses such objects as Teach for Practice, Learn for Practice, Learn to Do things in practice and Learn to Be Good Person from which practical principle of the objective design of experienced learning is deduced. Secondly, experienced teaching is a complex, bilateral-adapting system in which teachers and students interact each other from which Bilateral-adapted Principles of experienced teaching is deduced. Thirdly, experienced teaching is self-adapting system with order and disorder rotated by turns from which Self-organized Principle of the design of teaching process is deduced. Fourthly, experienced teaching is a teaching system with whole situation and full of energy from which The Principle of Psychological Dynamical Field is deduced.