Использование четырехкомпонентной модели дизайна обучения в школе: анализ возможностей и ограничений

Современная зарубежная психология. 2025. Т. 14. № 3. С. 128–141.

Chernobay E., Stremilova E., Бирюкова Е. А.

This article presents an analysis of the use of the Four-Component Instructional Design Model in the context of school education. Content analysis was employed as the research method to identify trends in the application of the studied model. The analysis, primarily of foreign publications, identified the potential affordances and constraints of this model for its use in schools. The article examines the key components of the model and evaluates its applicability and effectiveness in educational practice through a review of analyzed studies. In addition to the components, the article describes the ten steps of the model used for instructional design. The authors identify the competencies that teachers need to acquire to work with the model and emphasize the necessity of a deeper understanding of the model's potential in the learning process, as well as the need for the identification of possible strategies for its optimal use in the contemporary school environment.

Keywords: учебные задачи, Problem-based learning, проблемно-ориентированное обучение, теория когнитивной нагрузки, cognitive load theory, four-component instructional design model, multimedia learning theory, learning tasks, supportive information, just-in-time information, part-task practice, четырехкомпонентная модель дизайна обучения, теория мультимедийного обучения, вспомогательная информация, своевременная информация, частичная практика