The Research On Instructional Design Model Based On Cognitive Flexibility Theory

Instructional design is faced with the following challenges in practice: the dynamics, complexity and uncertainty of instruction are often ignored in objectivist instructional design paradigm, then it is difficult to resolve the problem that is hard to be anticipated in instruction; Although initiative and construction are emphasized in extreme constructivist paradigm, it often makes the students blindly explore in unstructured condition, and it directly leads to the incomplete knowledge structure of the students in practice; Theory and practice of instructional design is seriously out of line, and the existing instructional design models lack operability and practicability; Traditional design models lack the effective instructional strategy for ill-structured domains instruction, and the students'ability to revolve ill-structured problems is stagnant.Aiming at the existing challenges faced by instructional design, according to the basic viewpoint of Cognitive Flexibility Theory, on the basis of the in-depth study of several factors which are essential to the effective higher-order learning, the paper advances an instructional design model with the tendency of user design for ill-structured domains learning, and finally discusses the process and practical value of the model through an educational experiment.The paper discusses the framework and the core viewpoint of Cognitive Flexibility Theory: Cognitive Flexibility Theory is composed of"higher-order learning","random access instruction", and"ill-structured domains"altogether; The paper analyzes its revelation to instructional design, at the same time discusses the other factors which are essential to effective higher-order learning; The paper advances an instructional design model with the tendency of user design according to Cognitive Flexibility Theory: the model is flexible and easily to be operated, more importantly the model has the learning motivation strategy design part; At last the paper reports a educational experiment on the model, the results of the experiment indicate that the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.