Kame'enui Edward J
College of Education, University of Oregon, Eugene, OR 97403 USA.
Perspect Behav Sci. 2021 Jul 20;44(2-3):285-305. doi: 10.1007/s40614-021-00302-1. eCollection 2021 Sep.
In this article, I offer my perspective on several elements of Engelmann's Direct Instruction. I hypothesize Engelmann's thinking about the schooling environment that arguably provoked his theoretical, philosophical, and conceptual insights into the design of Direct Instruction. I also examine the research on Direct Instruction as a national educational model, but only as an extension of Engelmann's commitment to falsifying his own thinking. In addition, I survey the research on the design of instruction to highlight how greatly different disciplines can find common ground around "faultless communications." Along the way, I offer examples and descriptive analyses of selected design of instruction elements of Direct Instruction. Finally, I conclude with a brief ode to Engelmann.
在本文中，我就恩格尔曼的直接教学法的几个要素提出自己的观点。我推测恩格尔曼对学校教育环境的思考，这种思考可以说激发了他对直接教学法设计的理论、哲学和概念性见解。我还研究了将直接教学法作为一种国家教育模式的相关研究，但这只是作为恩格尔曼致力于证伪自己思想的一种延伸。此外，我审视了关于教学法设计的研究，以突出不同学科在“完美沟通”方面能找到多大的共同点。在此过程中，我给出了直接教学法中部分教学法设计要素的示例和描述性分析。最后，我以对恩格尔曼的简短颂词作为结尾。
