系统化教学设计：index

索引 Ability, of learners 学习者能力  Ability levels Structuring instructional components by 能力水平按照能力水平结构化教学成分  Achievement testing See also Assessment, testing 成绩测验参见评估，考试  Affective objectives, testing 测试情绪目标  Analysis, see also Specific types of learners 分析，参见特殊的学习者类型  ARCS(attention,relevance,confidence, satisfaction) model Motivating leaders and, Relationship of component of instruction to ARCS(注意力，相关性，自信心，满意度)模型 激励领导人 与教学成分之间的关系  Assessment, see also Evaluation, Needs assessment, Test(s),Testing Accompanying instructional materials For banking instructional goal Instructional strategy for instruments of one-to-one evaluation in small-group evaluation for writing compositions unit 评估，参见评价，需求分析，考试，考核 考试题和教学材料在一起 对银行教学目的的评估 用于评估的教学策略 评估量表 一对一评价 小组评价 写作单元的评价   Assessment-centered criteria, for tests, 以评估为中心的出题原则  Attention, of learners, 学生的注意  Attitudes Assessing Components of Delivery system and Goal statement about Instructional strategy for Instrument for evaluating behaviors related to Media and Summary of data on Testing of  toward training organization 态度 核定 成分 传递系统 关于态度的目的陈述 态度的教学策略 评价与态度相关行为的量表 媒体 态度数据汇总 态度考核 对培训机构的态度  Attitudinal instructional goals analysis of 态度教学目的分析   Instructional strategy for  态度教学策略   Performance objectives for  态度绩效目标   Subordinate skills analysis for  态度从属技能分析     Banking instructional goal 银行教学目的   Content presentation for  内容表示   Follow-through activities for  延展活动   Goal analysis for  目的分析   For instructional analysis on depositing money into checking account  向支票账户存钱的教学分析   Preinstructional activities for  教学前活动   pretest  前测   Pretest and posttest  前测和后测   Subskills in  子技能  Baron,J.B. 贝瑞，J.B.  Behavior(s) see also Instructional goal 行为， 参见 教学目的   Derivation of  出处   Test item types and  考试题型  Behavioral objectives, see also Performance objectives 行为目标，参见绩效目标  Behavioral psychology 行为心理学  Bias, in testing 考试中的偏见  Briggs, L.J. 白瑞格，L.J.  Broad, M.L. 布鲁德，M.L.     Candidate media 候选媒体  Carey, L.M. 凯里，L. M.  Checking account instructional goal, see Banking instructional goal 支票账户教学目的，参见银行教学目的  Checklist As criterion-referenced test developing To evaluate stories For evaluating elaborated goals, terminal objectives and performance For evaluating materials learning and instructional strategies on materials For evaluating motor skills For evaluating test items For examining instructional characteristics For expert judgment perceptions Frequency count on Rating scale as 核查表 标准参照考试的核查表 开发核查表 评价故事 用于评价细化后的教学目的、学期目标和绩效目标 用于评价教学材料以及相关的教与学策略 用于评价运动技能 用于评价考试题 用于审查教学特点 用于专家评判 纪录频度 纪录分数等级  Clark, R., 克拉克，R.  Cluster analysis For verbal information For verbal information subordinate skills Of verbal information task for leading group discussion 簇分析 用于言语信息 用于言语信息从属技能 引导小组讨论的言语信息任务的簇分析  Clustering, in instructional strategy 教学策略的簇分析  Cognitive psychology 认知心理学  Cognitive views of learning 对学习的认知解释  Concepts 概念  Conditions, derivation of 条件表述  Conditions of leaning, the(Gagne) 加涅的学习的条件  Confidence, of learners, 学生的信心  Congruence analysis 一致性分析  Congruence in instructional design Evaluating test design and 教学设计的一致性 评估考试题和教学设计的一致性  Constructivist approach To developing instructional strategy 建构主义方法 开发教学策略的建构方法  Content, learner attitudes toward 学生对内容的态度  Content analysis 内容分析  Content presentation for checking account instructional goals 内容表示 支票账户教学目的的内容表示  Content sequence, for instructional strategy 教学策略的内容顺序安排  Context analysis Data for analysis in learning environment In formative evaluation Of learning environment Of performance setting Public school contexts 环境分析 学习环境分析数据 形成性评价中的环境分析 学习环境分析 应用环境分析 学校环境分析  Context-centered criteria, for evaluating materials 用于评价教学材料的以环境为中心的评价原则  Course management information, accompanying instructional materials 课程管理信息，与教学材料在一起  Criteria-centered tests, examples of 以标准为中心考试的例子  Criterion Definition of Derivation of In testing of mastery levels 标准 定义 表述 掌握水平考试的标准  Criterion-referenced tests Assessment-centered criteria for Design elements for conduction design evaluation Designing Developing Directions on Evaluating For evaluating behaviors relating to attitudes Goal-centered criteria for Learner-centered criteria for Mastery criteria for Response format for Scoring of Types of wring 标准参照考试 以评估为中心的评判标准 进行设计评估的设计元素 设计标准参照考试 开发标准参照考试 标准参照考试做题指示 标准参照考试评价 评价与态度相关的行为 以目的为中心的评判标准 以学生为中心的评判标准 标准参照考试的通过标准 标准参照考试答题格式 标准参照考试计分 标准参照考试题型 编写标准参照考试题  Cronbach, L.J. 克罗班彻，L.J.  Cues, for learners 给学生的线索  Current user analysis 当前用户分析  Customer service, instructional goals for providing 提供客户服务教学目的     Data, see also Formative evaluation Analysis across tests Analysis of For context analysis in learning environment For context analysis in performance setting Entry behaviors and In formative evaluation For selected materials and instructor-led instruction Sequence for examing In small-group evaluation Summary of congruence analysis Types of 数据，参见形成性评估 跨考试分析 数据分析 学习环境分析数据 应用环境分析数据 入门行为数据 形成性评价数据 所选择的材料和教师引导的教学数据 考核的顺序 小组评估 一致性分析汇总  Data interpretation, in one-to-one evaluation 一对一评价的数据解释  Delivery system, see also Learning Confirming Context of Defined For instructional materials Learner attitudes toward Mechanisms of Selecting 传递系统，参见学习 确定 传递系统环境 确定的传递系统 教学材料的传递系统 学生对传递系统的态度 传递系统的机制 选择传递系统  Design, see also Instructional design, instructional materials 设计，参见教学设计，教学材料  Design analysis 设计分析  Designer 设计师  Design evaluation chart Containing subskills, performance objectives, and parallel test items 设计评估表，包含子技能，绩效目标和对应的考试题  Development, see also specific types 开发，参见 各种类型的开发  Diagramming procedures, for instructional analysis 用图表进行教学分析的过程  Direction writing, for tests 考试题的编写原则  Discrimination 区分  Discussion groups, problem-solving 解决问题讨论组，  Distance learning, instructor facilitation of 有教师辅助的远程学习，  Diversity, testing and 多种考试方式  Domains of learning Classifying instructional goals by Media selection for 学习类型 根据学习类型区分教学目的 为不同学习类型选择媒体     Educational levels 教育水平  Elaboration 细化  Embedded attitude questions 嵌套态度问题  Entry behavior Data and For group discussion goal Hierarchical analysis of Identification of For instructional analysis on depositing money into checking account For target population Tentativeness of Tests for By total possible objectives 入门技能 数据和入门技能 小组讨论目的的入门技能 入门技能的层次分析 确定入门技能 将钱存入支票账户教学分析得出的入门技能 目标人群的入门技能 假设的入门技能 入门技能测试 所有可能目标的入门技能  Ertmer, P. 埃墨,P.  Evaluation Comparison of formative and summative Concept of Formative Of instructional analysis Of instructional materials Of objectives Summative Of test design Of tests and test items 评价 形成性评价和总结性评价比较 评价概念 形成性评价 教学分析的评价 教学材料的评价 教学目标的评价 总结性评价 考试设计的评价 考试和考试题的评价  Examples Opening and maintaining a checking account Writing a short story 示例 支票账户的开户和使用 写一个小故事  Expert judgment evaluation Examples of Perceptions of utility of materials Principles of instruction and Stages of analysis during In summative evaluation 专家评判评估 专家评估示例 对教材可用性的感觉 教学的原则 在专家评判时期的分析阶段 总结性评价的专家评判     Feasibility analysis 可行性分析  Feedback For checking account instructional goals For classifying instructional goals For group leadership instructional goal Learner participation and On psychomotor skills 反馈 对支票账户教学目的的反馈 对教学目的分类 对小组领导力教学目的 学生参与和反馈 对心智运动技能的反馈  Field evaluation 场景评价  Field trial(formative evaluation) Criterial and data for Data summary and interpretation for Learner selection for Location of evaluation Procedure for 实地试验（形成性评价） 评价原则和数据 数据汇总和解释 为实地试验挑选学生 确定评估地点 评估过程  Field trial(summative evaluation) Activities of Analyzing data from Implementing and data collection in Planning for Reporting results from 实地试验（总结性评价） 试验活动 为此实验分析数据 在实地试验中进行数据收集 为实地试验做计划 报告实地实验结果  Fitzpatrick, J.L. 费茨派崔克，J.L.  Follow-through activities For banking instructional goal 延展活动 银行教学目的的延展活动  Formative evaluation, see also Data, Revision Compared with summative evaluation Concerns influencing Data collection for Defined Designing and conducting Examples Field trial in Implementation of Of instructional materials Of instructor-led instruction In NCW performance context One-to-one In performance context Of selected materials Small-group Subject-matter, learning, and learner specialists in Of test directions and items 形成性评价，参见数据，修改 与总结性评价比较 影响形成性评价的因素 为形成性评价收集数据 指定的形成性评价 设计和进行形成性评价 形成性评价示例 形成性评价现场分析 实施形成性评价 教学材料的形成性评价 教师引导的教学的形成性评价 NCW应用环境中的形成性评价 一对一形成性评价 在应用环境下的形成性评价 对所选择材料的形成性评价 小组形成性评价 领域内容，学习，和学生专家 对考试题和做题指示的形成性评价  Frequency count instrument For evaluating behaviors relating to attitudes  频度计算量表 用于评价与态度有关的行为  Front-end analysis 前端分析  Fuzzy goals 不清楚的教学目的     Gagne,Ellen 加涅，艾伦  Gagne,Robert M. on instructional strategy 加涅，罗伯特 M 有关教学策略  Gautier 冈铁  Gender, testing and 考试中的性别问题  Goal analysis For changing automobile tire Cluster analysis and Concepts of Conducting Examples of First pass at Hierarchical approach to For intellectual skills goal Procedures for For psychomotor skills goal For single step in checking account goal Steps of Substeps in For verbal information goal 目的分析 换汽车轮胎的目的分析 簇分析 目的分析概念 进行目的分析 目的分析示例 第一轮目的分析 目的分析的层次方法 智慧技能目的分析 目的分析的过程 心智运动技能目的分析 支票账户目标的单步目的分析 目的分析步骤 目的分析子步骤 言语信息教学目的的目的分析  Goal-centered criteria For evaluating materials For tests 目的为中心的评判标准 评估材料 评估考试  Goal statement Definition of 目的陈述 目的定义  Graphing, of learners’ performances 学生表现的图示  Greer, Michael 格瑞，迈克尔  Group, see also Group-based instruction, small-group evaluation Achievement of objectives and attitudes about instruction Characteristics of Instructional strategy and Learner characteristics and 小组，参见小组教学，小组评估 完成教学的目标的情况和对教学的态度 小组特征 教学策略 学生特点  Group analysis, see data 小组分析， 参见数据  Group-based instruction, see also Group entries, small-group evaluation Cooperation interaction portion of group discussion goal Problem-solving discussion groups 小组教学，参见小组词条，小组评价 小组讨论目的的协作交流部分 解决问题的讨论组  Group leadership instructional goal Content presentation Feedback for Learner participation for Preinstructional activities for Pretest for 小组领导力教学目标 内容表示 反馈 学生的参与 学前活动 前测     Heinich, R. 海涅克，R  Henderson, 亨德森  Hierarchical analysis Of cooperation interaction portion of group discussion goal Of declarative sentences portion of story-writing goal Entry behaviors and Of intellectual skills Of problem-solving goal Of psychomotor skill Of steps in goal analysis 层次分析 小组讨论教学目的的协作交流部分 故事写作教学目的的声明语句部分 入门行为的层次分析 智慧技能的层次分析 解决问题教学目的的层次分析 心智运动技能的层次分析 目的分析中各步骤的层次分析  Hypothetical situations 假设情境     ID. See Instructional design 教学设计，参见 教学设计  Ill-structured problems 非结构化问题（病态结构问题）  Implementation 实施  Individual, achievement of objectives and attitudes about instruction 个体，完成教学目的的情况和对教学的态度  Individualized instruction 个别化教学  Instruction, see also Formative evaluation, revision Defined Delivery of Formative evaluation of Problem(need) for Purpose of Revising Steps in development of 教学，参见形成性评价，教学的修改 定义教学 教学传递 教学的形成性评价 教学的问题（需求） 教学的目的 教学的修改 教学开发的步骤  Instructional analysis, see also analysis, goal analysis, learning Combining techniques for Components of process Concepts of Diagramming procedures for Of entry behaviors Evaluation and revision of Examples of steps in For map-reading goal Purpose of For scale-reading example For subordinate skills Techniques for attitude goals analysis 教学分析，参见 分析，目的分析，学习 教学分析的综合技术 教学分析的过程组成 教学分析的概念 教学分析的流图分析过程 教学分析的入门行为 教学分析的评价和修改 教学分析各步示例 阅读地图教学目的的教学分析 教学分析的目的 测量阅读例子的教学分析 从属技能教学分析 用于态度目的分析的技术  Instructional design, see also instructional materials Congruence By instructor By non-instructor designer Problem solving during Subject-matter experts(SMEs) and 教学设计，参见教学材料 一致性 教师的教学设计 不是教师的设计师的设计 教学设计过程中的问题解决 与领域专家一起教学设计  Instructional goal Clarification of Concepts of Criteria for establishing Definition of Design evaluation chart for Examples of Feedback for classifying For hierarchical analysis of intellectual skills On leading group discussions Learners, context, and tools for Parallel test items for verbal information performance objectives Preinstructional, assessment, and follow-through activities for banking instructional goal On story writing 教学目的 澄清目标 教学目的概念 建立教学目的的标准 教学目的的定义 为教学目的设计评估图 教学目的示例 对教学目的分类的反馈 对智慧技能的层次分析 引导小组讨论的教学分析 学生，环境和教学分析工具 言语信息绩效目标的考试题 银行教学目的的教学前测试和延展活动 编故事教学分析  Instructional materials, see also Formative evaluation, Summative evaluation Content of Designer’s role in development and delivery Developing Development tools and resources for Examples of Form for documenting and comparing utility of Framework for evaluating accuracy and completeness of Information gathered from current users of Revising Selecting existing Steps in developing 教学材料，参见形成性评价，总结性评价 教学材料的内容 开发和传递中设计师的角色 开发教学材料 教学材料的开发工具和资源 教学材料示例 教学材料的文档格式和比较手段 评估教学材料的准确性和完全性的框架 从当前用户那里收集教学材料的信息 修改教学材料 选择现有的教学材料 开发教学材料的步骤  Instructional objectives, see also performance objectives 教学目的，参见绩效目标  Instructional process As system 教学过程 作为系统  Instructional strategy Allocating activities to sessions For attitudinal goal Chronological sequence of Clustering and Components of Confirming or selecting delivery system for Consolidating media selection Constructivist approach to Defined Delivery systems and Developing Evaluating Examples of Groupings for For information presentation, student participation component, and lesson time allocation For intellectual skills goal For learners of different maturity and ability levels Lesson allocation based on Media and Media selection and For motor skills goal For objective sequence and clusters, preinstructional activities, and testing activities Planning content presentation and student participation for Planning preinstructional ,assessment, and follow-through activities For preinstructional activities Prescriptive approach to Sample bank deposit slip and transaction register Student grouping and Summative evaluation of For verbal information goal 教学策略 将活动分配到各节 态度目的的教学策略 教学策略的时间顺序 簇分析和教学策略 教学策略的成分 为教学策略确认和选择传递系统 巩固媒体选择 教学策略的建构主义方法 确定的教学策略 传递系统和教学策略 开发教学策略 评估教学策略 教学策略示例 教学策略分组 对于信息呈现，学生参与成分和课时分配的教学策略 智慧技能目的的教学策略 对不同成熟度和能力水平学生的教学策略 基于教学策略的课时分配 媒体和教学策略 媒体选择和教学策略 运动技能目的的教学策略 目标顺序和分簇、教学前活动和考试活动的教学策略 计划内容呈现和学生参与 计划教学前、评估和延展活动 教学前活动策略 教学策略的说明性方法 银行存单和业务纪录样单 学生分组教学策略 教学策略的总结性评估 言语信息目的的教学策略  Instructional Systems Development(ISD) 教学系统开发（ISD）  Instructor 教师  Instructor facilitation, for technology 教师提供技术辅助  Instructor-led instruction Formative evaluation of Revision of 教师引导的教学 教学策略的形成性评估 教学策略的修改  Intellectual skills see also Criterion-referenced tests, Test(s) Combining verbal skills information with Goal analysis for Goal statement about Hierarchical analysis of Instructional strategy for Measuring objectives for Performance objectives for Subordinate skills analysis for Testing of 智慧技能，参见标准参照考试，考试 与言语信息技能的信息结合 智慧技能目的分析 智慧技能目的语句 智慧技能层次分析 智慧技能教学策略 测定智慧技能教学目标 智慧技能绩效目标 智慧技能的从属技能分析 智慧技能的考核  Interactive process, one-to-one evaluation as 一对一评价的交互过程  ISD, see Instructional Systems Development(ISD) ISD, 参看教学系统开发（ISD）  Item-by-objective analyses, 题目-目标分析  Item-by-objective data, summarizing 题目-目标数据，总结  Item-by-objective performance 题目-目标表演     Kaufman, R. 克夫曼  Kearsley,G. 克斯里，G  Keller,John see also ARCS(attention,relevance,confidence,stisfaction) model 科勒，参见ARCS模型  Kemp, J.E., 凯普,J.E.  Knowledge of results, see Feedback 结果的知识，参见 反馈     Leaders, see also Group leadership instructional goal Actions that encourage and discourage cooperative group interaction Motivating 领导人，参见 小组领导人教学目的 鼓励和阻碍小组协作交流的活动 动机  Learner(s)， see also Context, Feedback, Learning, Performance objectives, Students, Testing, Test items Analysis of Characteristics of Data for analysis of Entry behavior of For field trials In formative evaluation Identifying Instructional components by maturity and ability levels Motivating One-to-one evaluation with Performance across tests Prior knowledge of Sample form for analyzing characteristics For small-group evaluation 学生，参见 环境，反馈，学习，绩效目标，学生，测试，考试题 学生分析 学生特点 学生的分析数据 学生的入门行为 场景试验 形成性评价中的学生 确定学生 根据学生成熟度和能力水平确定教学成分 激励学生 和学生的一对一评价 跨考试的表现 学生以前的知识 分析特征的表格样例 对学生的小组评估  Learner-centered assessment 以学生为中心的考核  Learner-centered criteria For evaluating materials For tests 以学生为中心的评判标准 为了评估材料 为了考试  Learner specialists, and formative learning 学生专家和形成性学习  Learning Domains of Preferences toward Psychological research on Transfer of 学习 学习类型 学习偏好 对学习的心理学研究 学习的迁移  Learning activity packages(LAPs) 学习活动包（LAPs）  Learning-center criteria, for evaluating materials 用来评估材料的以学生为中心的标准  Learning context, see also context analysis Analysis of For instructional goal For NCW chairpersons Sample form for analyzing 学习环境，参见环境分析 学习环境分析 教学目的的学习环境 NCW领导人的学习环境 分析学习环境的样表  Learning domain, see Domains of learning, Goal analysis 学习类型，参见 学习的类型，目的分析  Learning environment terminal objectives and testing and 学习环境 学期目标和学习环境 考试和学习环境  Learning specialists, and formative learning 学习专家和形成性学习  Learning time In formative evaluation In one-to-one evaluation 学习时间 形成性评价的学习时间 一对一评价的学习时间  Lessons, allocating 课时分配  Linking, as elaboration 细化关联  Links, as tailoring message for learner 链接，为学生定制信息     Mager, Robert, see also performance objectives 梅格，罗伯特，参见绩效目标  Management, support by 管理支持  Management analysis 管理分析  Mastery levels, criteria for 掌握水平 掌握标准  Materials safety data sheet, see MSDS(Materials safety data sheet) 物质安全数据表，参见MSDS  Maturity levels, structuring instructional components by 根据成熟水平结构化教学成分  Media, see also distance learning, technology Consolidating Domains of learning and 媒体，参见远程学习，技术， 巩固 学习类型和媒体  Media selection For instructional materials For instructional strategy For writing compositions unit 媒体选择 对于教学材料 对于教学策略 对于作文单元  Memory Instructional strategy for Mnemonic device and Skills 记忆 记忆的教学策略 记忆设备和记忆 技能  Mental rehearsals 头脑预演  Message ,evaluating clarity of 信息，评估信息的清晰程度  Mnemonic device 记忆设备  Molenda, M. 莫兰德, M.  Moore, M.G. 摩尔，M. G.  Motivation, see also ARCS(attention, relevance, confidence, satisfaction) model 动机，参见ARCS模型  Motivational materials, strategy for 动机材料，动机策略  Motor skills, see psychomotor skills 运动技能，参见心智运动技能  MSDS(Materials safety data sheet) MSDS(物质安全数据表)     Nathenson 奈仁森  Needs assessment 需求评估  Neighborhood Crime Watch(NCW) organizations. See specific topics and examples 邻里犯罪监控组织（NCW），说明特定的专题和示例  Newby, T., 纽比，T.  Newstrom, J.W. 纽斯壮姆，J.W.     Objective(s) Strategy for Of tests 教学目标 教学目标的策略 考试  Objective-referenced tests 目标参照考试  Objective-style tests Students answering items correctly on checking account pretest and posttest 目标风格考试 在支票账户的前测和后测中学生回答正确的题目  One-to-one evaluation Analyzing data form Assessments and questionnaires in Data collection for Data interpretation and Learning time and Procedure of 一对一评估 分析数据表 考核和问卷 数据收集 数据解释 学习时间 一对一评估过程  Open university model 开放大学模型  Outcomes analysis 结果分析  Output, of learner analysis 学生分析结果     Paraphrasing, in criterion-referenced test development 标准参照考试题开发解释  Participation ,see students 参与， 参见 学生  Pedagogical theory, of Moore and Kearsley 摩尔和凯瑟琳教学理论，  Performance Graphing of Pretest/posttest graph showing As test 绩效 绩效图示 图示前测/后测 作为考试  Performance analysis 绩效分析  Performance by objective 目标的实施  Performance context Analysis Data collection for context analysis in Formative evaluation in For instructional goal For NCW leaders Sample form for analyzing 应用环境 分析 应用环境分析的数据收集 应用环境的形成性评估 教学目的的应用环境 NCW领导人的应用环境 分析应用环境的表格样例  Performance objectives Behavior for Checklist of criteria for evaluating elaborated goals, terminal objectives and performance Components of Conditions for Criteria for Defined Evaluation of Examples of Function of For subskills in banking goal Writing 绩效目标 绩效目标的行为 评估细化目标，学期目标和绩效标准的核查表 绩效目标的成分 绩效目标的条件 绩效目标的原则 定义的绩效目标 绩效目标的评估 绩效目标的示例 绩效目标的功能 对于银行目的的子技能 写作  Performance technology approach 绩效技术方法  Portfolio assessments 档案评定  Posttest Performance by objective Purpose of Students answering objective-based items correctly on Summary for instructional analysis 后测 按目标完成 后测的目的 学生在后测时正确回答的基于目标的题目 教学分析总结  Practice Of psychomotor skills Of verbal information 练习 心智运动技能的练习 言语信息的练习  Practice tests 练习考核  Preinstrucitonal activities For banking instructional goal For group leadership instructional goal For unit on leading group discussion For writing compositions unit 教学前活动 银行教学目的 小组领导力教学目的 引导小组讨论单元的教学前活动 作文写作单元  Preinstructional text ,converting to graphics 教学前文字，转化为图形  Prerequisities, see also subordinate skills informing learner of Strategy for 预备要求，参见从属技能 告诉学生预备要求 预备策略  Prescriptive approach ,to developing instructional strategy 开发教学策略的说明性方法  Pretest, see also Preinstructional activities For checking account instructional goals On entry behaviors In formative evaluation field trial Graph showing learner performance For group leadership instructional goal Performance by objective on Purpose of Story and evaluation checklist Students answering objective-based items correctly on In subordinate skills Summary for instructional analysis For unit on leading group discussion 前测，参见 教学前活动 支票账户教学目标的前测 入门技能前测 形成性评估的场景试验 图形显示学生表现 小组领导力教学目的 前测教学目的的完成 前测目的 故事和评估核查表 学生正确回答的基于目标的题目 从属技能 教学分析的总结 引导小组讨论单元的前测  Prior knowledge 以前的知识  Problem Ill-structured Well-structured 问题 变态结构的 良好结构的  Problem solving 问题解决  Problem solving discussion groups 问题解决讨论组  Procedures, as characteristics of instruction 过程，作为教学的特征  Production, media 媒体制作  Prototyping, of instructional materials 教学材料的原型  Psychologists, research on learning 心理学家，学习研究  Psychomotor skills, see also criterion-referenced tests, subordinate skills analysis, test(s) Analysis of Checklist for evaluation Combining instructional analysis techniques and Goal analysis for Goal statement about Instructional strategy for Media and Performance objectives for Testing of 心智运动技能，参见标准参照考试，从属技能分析，考试 心智运动技能分析 评估核查表 结合教学分析技术 心智运动技能的目的分析 心智运动技能的目的陈述 心智运动技能的教学策略 媒体和心智运动技能 心智运动技能的绩效目标 心智运动技能的考核  Public school contexts 学校环境  Purpose of instruction 教学的目的     Questionnaires see also Test(s) For attitude assessment For one-to-one evaluation For small-group evaluation 问卷， 参见考试 态度评估 一对一评价 小组评价     Rapid prototyping , of instructional materials 教学材料的快速原型，  Rating scale, as checklist 计分表，如同核查表  Reiser, R.A. 瑞思，R.A.  Relevance, to learners 与学生的相关性  Reliability , of test scores 考试成绩的可靠性  Resources, for materials development 教材开发的资源  Response formats ,for criterion-referenced test 标准参照考试的答卷形式  Results see feedback 结果， 看 反馈  Revision , see also Evaluation, instructional design, instructional materials Analysis form for Determining method of Examples of Of instruction Of instructional analysis Of instructional materials Of selected materials and instructor-led instruction 修改，参见评估，教学设计，教学材料 分析表 决定方法 修改示例 教学的修改 教学分析的修改 教学材料的修改 选择的材料和教师引导教学的修改  Richey, R. 瑞切，R.  Robinson, D.G. 罗宾逊，D.G.  Robinson, J.C. 罗宾逊，J.G.  Robinsons’ model of general performance analysis 罗宾逊的通用绩效分析模型  Rossett, A. 罗塞特，A  Rough draft materials 材料初稿  Rules Concepts and For formatting objective test items 规则 概念和规则 目标考试题格式化原则  Russell, J.D. 拉塞尔，J.D.  Russell,T.L. 拉塞尔，T.L.     Sanders, J.R. 桑德尔，J.R.  Satisfaction, of learners 学生满意度  Scoring, of criterion-referenced tests 标准参照考试打分  Scriven, M. 斯克瑞温，M.  Sequencing Content sequence for instructional strategy In criterion-referenced test development In instructional strategy development 顺序安排 教学策略的内容顺序 标准参照考试开发中题目顺序 教学策略开发中的顺序  Skills, see also Entry behavior, subordinate skills, Test(s),specific skills Intellectual Subordinate(prerequisite) Workplace and 技能，参见 入门技能，从属技能，考试，特殊技能 智慧 从属技能（先决条件） 工作场合  Smaldino,S. 斯茅第农，S.  Small-group evaluation, Assessments and questionnaires in Data summary and analysis in Procedures for 小组评价 小组评价的考试和问卷 小组评价的数据汇总和分析 小组评价的过程  Smellie, D.C., 斯麦里，D.C.  Specialists, learning 学习专家  Statistical approach To mastery assessment To mastery testing 统计方法 掌握评估 掌握测试  Stimulus, for learners 对学生的刺激物  Story-writing goal Goal analysis of Hierarchical analysis of declarative sentences portion of 写故事教学目的 目的分析 声明语句部分的层次分析  Student groupings, for writing compositions unit 写作单元的学生分组  Students, see also learner(s), performance entries Participation by Performance of Responses on attitude questionnaire 学生，参见学生，绩效 学生参与 学生表现 对态度问卷的回答  Subject-matter experts(SMEs) And formative learning 领域专家（SMEs） 和形成性学习  Subordinate objectives 从属目标  Subordinate skills Cluster analysis for verbal information skills Hierarchical approach to Pretest and instruction in 从属技能 言语信息技能的簇分析 从属技能的层次方法 从属技能的前测和教学  Subordinate skills analysis For attitudinal goal Cluster analysis and Examples of Of goal requiring intellectual skills and verbal information For scale-reading example 从属技能分析 态度目标的从属技能分析 簇分析和从属技能分析 从属技能分析的示例 需要智慧技能和言语信息的教学目的 阅读水平示例  Subskills In the banking goal 从属技能 在银行目的中  Substeps, in goal analysis proves 子步骤，在目的分析试验中  Summative evaluation Compared with formative evaluation Definition of Expert judgment phase of Field-trial phase of Phases of Questions from motivation principles 总结性评估 与形成性评估比较 总结性评估的定义 总结性评估的专家评估阶段 总结性评估的实地试验阶段 总结性评估阶段 动机原则的问题  Superordinate skills, see also Hierarchical analysis 上位技能，参见 层次分析  Supervisor, supported by 由监管人员支持  System 系统  System approach model Components of Reasons for using Role in curriculum development process Who should use 系统化方法模型 系统化方法模型的组成 使用系统化方法模型的原因 系统化方法模型在课程开发过程的角色 谁将用系统化方法模型     Target population, see also Learner(s), Learners In comparison of formative and summative evaluation 目标人群，参见学习者， 在形成性评价和总结性评价比较中  Teacher, 教师  Teaching 教  Team-based instructional design 小组教学设计  Technology, see also distance learning, media, media selection Instructor facilitation for Media selection and 技术，参见远程学习，媒体，媒体选择 教师做技术辅助 媒体选择和技术  Terminal objectives Checklist of criteria for evaluation 学期目的 评估标准的核查表  Test(s), see also assessment, criterion-referenced tests Checklist of criteria for evaluating items Criterion-referenced Designing Developing Directions for Evaluating About hypothetical situations Mastery level assessment and For one-t-one evaluation Performance Posttests Practice tests Pretests Response format for Scoring of For verbal information and intellectual skills Writing 考试卷，参见评估，标准参照考试 评价题目的标准核查表 标准参照考试 设计考试 开发考试题 考试做题指示 评估 假想环境 掌握水平评估 一对一评价 绩效 后测 练习考核 前测 回答表格 计分 言语信息和智慧技能考试 写作  Testing For banking instructional goal Embedded attitude questions and Of entry behaviors Instructional strategy for Of materials 考核 银行教学目的的考核 嵌入态度问题的考核 入门技能考核 考核的教学策略 材料考试  Test items Parallel ,for verbal information performance objectives Sequencing of Types of 考试题 用于言语信息绩效目标的同等考题 考试题的顺序 考试题的类型  Training organization, attitudes toward 对待培训机构的态度  Transactional distance theory 影响远程理论  Transfer of learning Instructional strategy for 学习的迁移 教学策略  Try-out learners 试验学生     Utility analysis 效用分析  Utility feasibility analysis, expert judgment perceptions of 效用可行性分析，专家评判     Vague goal 含糊目的  Validity, of Information from test scores 从考试成绩获得的信息的可靠性  Verbal information Cluster analysis for Cluster analysis of tasks for leading group discussion Combining intellectual skills information with Goal analysis for Goal statement about Media and Performance objectives for Subordinate skills analysis for 言语信息 言语信息的簇分析 引导小组讨论的簇分析 结合智慧技能信息的言语信息 言语信息的目标分析 言语信息的目标陈述 媒体和言语信息 言语信息的绩效目标 言语信息的从属技能分析  Verbal skills, see Criterion-referenced tests, Test(s), verbal information 言语技能，参见标准参照考试，考试卷，言语信息     Wager, W.W. 维格，W.W.  Web-based delivery, preinstrucional text material conversion to 教学前的文字教材转换为基于web的传递  Well-structured problems 良好结构的问题  Workplace,skill relevance to 与工作场合相关的技能  Worthen, B.R. 沃任，B.R.  Writing, see Story-writing goal, specific types 写作，参见