1、1Research on Design and Implementation of Instructional Objective Writing SystemAbstract. As a result of the analysis of courses content and learner， we can write out concretely instructional objective during the progress of instructional system design. Therefore the analysis of content and learner
2、is bring into being two major premises to write instructional objective， the method of writing instructional objective is the basis to instructional objective， so these three are the central factors that influence instructional objective writing. Analyses to this repatriates factors， and taking the
3、attribute of this repatriates factors， can provide the basis for writing objective of individualization. Key words： Instructional Objective； Instructional System Design； Learner Model； Case-based Reasoning； Knowledge Presentation To write instructional objective， specialized knowledge of multiple as
4、pects are necessarily known. To alleviate the burdens of teachers and instructional system developers， it is necessary to improve the quality and efficiency of writing 2instructional objective. In this paper， an assistant system for writing instructional objective is provided. Therefore， this paper
5、is a helping hand for the practice of instructional design. 1 Current Situation of the Studies on the Similar Systems As a critical part of instructional design， intelligent instructional design system has involved the generation of instructional objective. One of the most representative systems is
6、the ID Expert system of Merrill. Besides， there are some special assistant systems of making instructional objective， such as IOWA （Instructional Objective Writing Assistant） and Instructional Objective Helper. 1.1 ID Expert ID Expert is an instructional design expert system based on rules. In the p
7、art of generating instructional objective， instructional objective can be generated by the system according to the type and composition of determined instructional contents， and the appropriate target statements can be selected by design personnel from the provided candidate targets 1. 1.2 IOWA and
8、Instructional Objective Helper IOWA 2 （Instructional Objective Writing Assistant） was 3a research project of Sean St. Clair under the guidance of Dr. Nelson Baker. The system will first ask your 12 questions. After all questions are answered， the system will return a result with the form of graphics
9、， suggesting that instructional objective should pay attention to the levels necessary to cognize. Instructional Objective Helper 3 is a relatively simple program for synthesizing instructional objective， and an instructional objective is composed through it by answering five questions （WHO ， WHEN，
10、WILL， WHAT， & HOW）. This is a very mechanical method， and can only be regarded as a synthesizer. 2 Analysis on the Factors Influencing the Writing of Instructional Objective According to the instructional design models of Dick and Kerry， what （i.e. instructional objective） learners can do after rece
11、iving instruction can be specifically written in the process of design instructional system through analysis of instructional contents and learners 4. 2.1 Presentation of Instructional Contents Instructional objective should be written according to the specific knowledge nodes of instructional conte
12、nts. Knowledge points can be divided into Meta knowledge nodes and composite 4knowledge nodes： the knowledge nodes that are inseparable in structure are called as Meta knowledge nodes； the knowledge nodes polymerized by a group of knowledge nodes are composite knowledge nodes 5. Various connections
13、between knowledge nodes as well as their degrees are called as the relationship between knowledge nodes. It is defined as follows. ：=| ：=， ：=， ， ：=， ， The tree of knowledge is a set of knowledge nodes as well as their relationship， namely KTREE=， . The attributes of demanded knowledge nodes generate
14、d according to instructional objective can be expressed with a quadruple group （type， important degree， difficulty， and related knowledge nodes）. Among them， type is Meta knowledge node or composite knowledge node. 2.2 Learner Model According to the needs of generating instructional objective， the f
15、ollowing several parts should be included in learner model： learners learning level， cognitive ability， and psychological factors. A two-dimensional vector can be used 5for describing learners learning level. A seven-dimensional vector （knowledge numbers： V1， V2， V3， V4， V5， & V6） can be used for de
16、scribing learners cognitive ability： V1 is ability to know and record； V2 is comprehensive ability； V3 is application ability； V4 is analysis ability； V5 is comprehensive ability； V6 is evaluation ability）. A nine-dimensional vector （StuMod = （knowledge node numbers： V1， V2， V3， V4， VS， V6， V7， V8，
17、& V9） ） can be used for describing learners psychological factors： V1 is cognitive maturity； V2 is gender； V3 is motivation level； V4 is attribution type； V5 is anxiety level； V6 is information processing method； V7 is feeling demand； VS is social demand； V8 is environmental demand； V9 is mood）. In
18、this paper， the purpose of establishing a learner model including psychological factors is to record the psychological state of learner in the learning process， and then hopefully know the psychological characteristics of learners learning through comprehensive analysis and research， and subsequentl
19、y generate personalized instructional objective. 2.3 Methods of Writing Instructional Objective Mager， who was known for researching behavioral objectives， proposed that an instructional objective should 6include three basic elements （behavior， conditions and standards） in classic works Writing of P
20、rogram Instructional Objective published in 1962. However， in instructional design practice， it is necessary for Chinese educational scholars to add a presentation for instructional objects based on the three key elements of Mager. Thus， a standard instructional objective comprises of four elements.
21、 For easy memorizing， the basic elements of writing instructional objective are referred to as ABCD model： A.object （audience） ； b. behavior （behavior） ； c.condition （condition ） ； d.standard （degree）. Because the ABCD model of behavioral objective features easy-to-analyze and easy-to-implement in c
22、omputer， the discussion is mainly made by taking ABCD method for example. 2.3.1 Behavioral Presentation A basic method of describing behaviors is using a phrase with verb-object structure. The problems necessary to solve by selecting action verbs can be mainly concluded from the following three aspe
23、cts. First， the type of knowledge nodes should be determined. Second， the problem that this action verb can be used for what type of students should be made clear. Third， the library of action verbs should be constructed. 72.3.2 Condition Presentation Conditions are accurate descriptions for the ava
24、ilable resources and environments of students in realizing objective. This includes （1） the clues or irritants used by earners to search information in memories； （2） the characteristics of resources and materials demanded by the completion of task； （3） the scope and complexity of task， and the relat
25、ivity and credibility with the application environment in the real world. In deciding to present conditions， application environment， instructional environment， irritant specialties and target population characteristics should be mainly considered. The mentioned above four functions of conditions ar
26、e also four aspects necessary to consider in presenting conditions. Therefore， condition can be presented with the following form： ObjCondition = （condition description， irritants， resources， task complexity control， and the condition element）. ObjConditon is the condition of objective. 2.3.3 Standa
27、rd Presentation Standard is the basis for measuring the acceptable minimum degree of the completion quality of behaviors. Making detailed description for behavioral standards is for allowing instructional objective to be measurable. In presenting 8standard， it can be determined from speed， accuracy，
28、 and quality. Therefore， standard can be presented with the following binary group： ObjDegree = （standard presentation， standard vs. type）. ObjDegree is the standard of objective. 3 Analysis on the Functions and Structure of Instructional Objective Writing System 3.1 Analysis on the Function of the
29、System Through the above analysis， the author thinks that the following basic functions should be provided by the instructional objective writing system. （1） The management of learner model （e.g. adding and deleting a learner， and changing the parameters of the model） （2） The management of learning
30、contents （e.g. adding， deleting and changing knowledge nodes， and displaying the organizational structure of learning contents） （3） Tips and helps for related knowledge of instructional objective writing （4） The management of action verbs （e.g. adding and deleting verbs， ， and selecting appropriate
31、action verbs for instructional objective） （5） The management of standards and conditions （6） The sharing and exchange of instructional objective 93.2 Design of System Structure As shown in figure 5， the system structure is divided into three layers： user layer， application layer， and data service la
32、yer. User layer is located in client， and application layer and data service layer are located in server. Fig.1： The System Structure 3.2.1 User Layer The key of this layer is the design of the interface， which is mainly divided into four parts： （1） instructional objective management interface； （2）
33、help interface； （3） learning content management interface； （4） learner management interface. 3.2.2 Application Layer The application layer of this system includes four functional modules： （1） objective writing and management module； （2） help module； （3） learning content management module； （4） learne
34、r management module. （1） Objective writing and management module： This is the key of the whole system （2） Help module： Its main task is to provide relevant prompts for objective makers who are unfamiliar with the making of objective， and also popularize related knowledge （3） 10Learning content manag
35、ement module： Its main task is to form an organizational structure for learning contents， and this is also the basis for writing the system structure of instructional objective. This module can also complete the tasks of adding and deleting knowledge， and changing some parameters （4） Learner managem
36、ent module： Along with the development of information technology， network technology and artificial intelligence technology， the information of all aspects collected by student Agent about each student can be applied， thus making it possible to make personalized instructional objective for each stud
37、ent. This module is mainly to add and delete learner model， and change learner information. 3.2.3 Data Service Layer Data service layer provides resource support for the writing of instructional objective. It is called by application logics through database interface， and then related contents are provided for application layer. 4 Design and Implementation of the Core Module of Instructional Objective Writing System There are two solutions for the writing of instructional
