Educational Analysis Questions & Answers 1.docx

“你们提到此次培训的学习废料（scrap learning）比例为 30%，请问这个比例是如何测算的？主要产生废料的原因有哪些？”
"You mentioned that the percentage of scrap learning in this training is 30%, how is this rate measured? What are the main causes of waste? ”

测算方式：
Calculation method:
基于前期教师访谈、问卷调查结果与以往同类项目的行为评估模型推算出大约 30% 的培训内容无法在短期内转化为课堂应用。
Based on previous teacher interviews, questionnaire survey results, and behavioral evaluation models of previous similar projects, it was estimated that about 30% of the training content could not be converted into classroom application in the short term.

主要原因包括三方面：
There are three main reasons for this:

技能与场景不匹配（约10%）：
Skills don't match the scenario (about 10%):
某些工具如 Mentimeter 难以应用于实验课等特殊教学场景，影响教师实际迁移。
Some tools, such as Mentimeter, are difficult to apply to special teaching scenarios such as laboratory classes, which affects the actual migration of teachers.

资源与教学压力限制（约10%）：
Resource and Teaching Stress Constraints (about 10%):
教师课时压力大，即便有技术支持环境也难以立即消化和应用新方法。
Teachers are under a lot of pressure to digest and apply new methods immediately, even with a technical support environment.

年龄代际差异/数字鸿沟（约10%）：
Generational Age/Digital Divide (about 10%):
年长教师虽然获得了硬件支持，但需要更长时间内化数字工具使用，短期内难以看到行为层面的转化。
Older teachers, although supported by hardware, need to use digital tools for a longer period of time, and it is difficult to see a behavioral transformation in the short term.

1. Kirkpatrick四级评估模型（Kirkpatrick’s Four-Level Model）

该模型用于衡量培训成果是否真正转化为实际行为和组织绩效，而scrap learning 正是该模型“行为（Behavior）”与“结果（Results）”两个层级的盲区体现：
The model is used to measure whether the training results are actually translated into actual behaviors and organizational performance, and scrap learning is the blind spot of the two levels of "behavior" and "results" of the model

评估层级 Assessment Hierarchy	与废料的关系 Relationship with scrap
Level 1: Reaction	学员对培训满意，并不能保证学以致用。许多表面满意但未转化为实践的部分会成为废料。 Satisfaction with the training does not guarantee that what has been learned will be put into practice. Many parts that are superficially satisfying but not translated into practice become waste.
Level 2: Learning	即使教师掌握了知识技能，如果未能应用于教学场景，则成为潜在废料。 Even if teachers have acquired knowledge and skills, they become potential waste if they are not applied to teaching scenarios.
✅ Level 3: Behavior	若培训后教师的教学行为没有改变，则代表这部分学习“废弃”了。 If the teacher's teaching behavior does not change after the training, it means that this part of the learning is "abandoned".
✅ Level 4: Results	若没有促进学生参与度或课程质量的提升，即使学习过也没有产生实际影响，可视为废料。 If it does not promote student engagement or improve the quality of the curriculum, even if it has been learned, it can be considered waste.

通过问卷、自评和教学观察，我们发现约30%的内容未有效转化为课堂教学行为，因此可归类为 Level 3~4 层面的“scrap learning”。
Through questionnaires, self-evaluation, and teaching observations, we found that about 30% of the content was not effectively translated into classroom teaching behaviors, so it could be classified as "scrap learning" at Level 3~4.

ADDIE 模型是教育技术与教学设计领域中最常用的系统性教学设计模型之一，其名称来自五个阶段的首字母缩写：Analysis（分析）、Design（设计）、Development（开发）、Implementation（实施）、Evaluation（评估）。它为教学开发者提供了清晰的流程，确保教学内容系统性强、目标明确、效果可评估。
The ADDIE model is one of the most commonly used systematic instructional design models in the field of educational technology and instructional design, and its name comes from the acronym for five phases: analysis, design, development, and Implementation, e-valuation. It provides a clear process for instructional developers to ensure that instructional content is systematic, targeted, and measurable.

以下是每个阶段的关键内容和要点：
Here are the key takeaways and takeaways from each stage:

1. 分析（Analysis）

目的：明确学习需求，理解受众特征，识别教学问题。
Objective: To identify learning needs, understand audience characteristics, and identify teaching problems.

关键点：
Key points:

受众分析：了解学习者的背景、先前知识、学习风格和动机。
Audience Analysis: Understand learners' background, prior knowledge, learning styles, and motivations.

学习目标分析：识别差距，明确培训/教学应达成的目标。
Learning Objective Analysis: Identify gaps and clarify what should be achieved in training/teaching.

任务分析：细化学习者需要掌握的技能与知识。
Task Analysis: Refine the skills and knowledge that learners need to master.

学习环境分析：包括技术条件、教学资源、组织支持等。
Analysis of the learning environment: including technical conditions, teaching resources, organizational support, etc.

2. 设计（Design）
2. Design

目的：系统规划教学内容、策略、评估方式和媒体选择。
Objective: To systematically plan teaching content, strategies, assessment methods, and media selection.

关键点：
Key points:

制定学习目标（通常用SMART原则）
Set learning objectives (often using SMART principles)

选择教学策略（讲授、合作学习、案例法等）
Choosing a teaching strategy (lectures, cooperative learning, case method, etc.)

规划课程结构与内容顺序（从简单到复杂）
Plan the structure and content sequence of the course (from simple to complex)

设计评估方式（形成性与总结性评估）
Design Assessment Methods (Formative vs. Summative Assessment)

选择合适的教学媒体与工具
Choose the right media and tools

3. 开发（Development）

目的：根据设计方案开发教学材料和教学资源。
Objective: To develop teaching materials and teaching resources according to the design plan.

关键点：
Key points:

制作教学内容：课件、视频、练习、测验等
Production of teaching content: courseware, videos, exercises, quizzes, etc

编写教学手册、指导材料
Preparation of teaching manuals and guidance materials

教学技术整合：如LMS平台上的内容整合与测试
Instructional technology integration: e.g. content integration and testing on LMS platforms

内部测试与修改（通常进行试用或Alpha测试）
Internal testing and modification (usually trial or alpha testing)

4. 实施（Implementation）

目的：实际交付教学计划，使学习者参与学习过程。
Purpose: To physically deliver instructional plans that engage learners in the learning process.

关键点：
Key points:

教师/讲师培训：确保教师熟悉课程内容与教学方法
Teacher/Instructor Training: Ensure that teachers are familiar with the course content and teaching methods

学习环境准备：技术设备、课程平台、教学场地
Preparation of the learning environment: technical equipment, course platforms, teaching venues

教学过程实施：课堂教学、线上课程等
Teaching process implementation: classroom teaching, online courses, etc

支持与反馈机制：技术支持、学习辅导等
Support and feedback mechanism: technical support, study coaching, etc

5. 评估（Evaluation）

目的：评估教学效果与课程质量，以便改进。
Objective: To evaluate the effectiveness of teaching and the quality of the curriculum for improvement.

关键点：
Key points:

形成性评估（Formative）：在每个阶段中持续进行，目的是优化教学设计与内容（如学生反馈、教师观察）
Formative: Ongoing at each stage to optimize instructional design and content (e.g., student feedback, teacher observations).

总结性评估（Summative）：教学结束后进行，用于评估学习成效与教学目标是否达成（如测试成绩、满意度调查）
Summative: Conducted at the end of the course to assess learning effectiveness and achievement of teaching objectives (e.g., test scores, satisfaction surveys).

利用Kirkpatrick评估模型（反应、学习、行为、结果）对培训进行更系统的分析
Kirkpatrick assessment models (responses, learning, behaviors, outcomes) were used for a more systematic analysis of training

阶段 stage	主要目的 Primary purpose	关键任务 Mission-critical
分析 analyse	明确学习需求 Be clear about your learning needs	学习者分析、目标分析、任务分析、环境分析 Learner Analysis, Goal Analysis, Task Analysis, Environmental Analysis
设计 devise	系统规划教学方案 Systematic planning of teaching programs	学习目标设定、内容组织、教学策略与评估方式设计 Learning goal setting, content organization, teaching strategies and assessment design
开发 exploitation	创建教学资源 Create instructional resources	教学内容开发、多媒体制作、内部试用和修正 Instructional content development, multimedia production, internal trials and revisions
实施 implement	课程交付与执行 Course delivery and execution	教师培训、资源布置、教学执行、学习支持 Teacher training, resource allocation, instructional execution, learning support
评估 assess	衡量教学效果与反馈改进 Measure teaching effectiveness and feedback improvements	形成性评估、总结性评估、学习成效分析与改进建议 Formative Assessment, Summative Assessment, Learning Effectiveness Analysis and Improvement Recommendations

Kirkpatrick Model

评估层级 Assessment Hierarchy	名称 name	关键问题 Key questions	主要内容 Main content:
Level 1	反应 (Reaction)	参与者是否喜欢这门课程？ Did the participants like the course?	衡量学习者对培训内容、讲师、教学方法、环境等的满意度和态度。通常通过问卷或反馈表收集。 Measure learners' satisfaction and attitudes towards training content, instructors, teaching methods, environment, etc. It is usually collected through questionnaires or feedback forms.
Level 2	学习 (Learning)	学到了什么？ What have you learned?	评估学习者在知识、技能、态度方面的提升。可以通过测试、作业、展示或模拟活动来评估学习成果。 Assess learners' improvement in knowledge, skills, and attitudes. Learning outcomes can be assessed through tests, assignments, presentations, or simulation activities.
Level 3	行为 (Behavior)	是否把所学应用到工作中？ Are you applying what you've learned to your work?	检查学习者在工作岗位上是否应用了新知识或技能，是否发生了行为改变。通常通过观察、访谈、绩效评估等手段来进行。 Check if learners have applied new knowledge or skills in the workplace and have undergone behavioural changes. This is usually done through observations, interviews, performance reviews, etc.
Level 4	结果 (Results) Results	对组织有何影响？ What is the impact on the organization?	评估培训对组织层面的成果，如绩效提升、成本节约、客户满意度提升、员工流动率下降等。需要长时间的数据跟踪和成本效益分析。 Evaluate the results of training at the organizational level, such as performance improvement, cost savings, customer satisfaction improvement, employee turnover reduction, etc. Long-term data tracking and cost-benefit analysis are required.

每一层都是下一层的基础，但每一层的实现并不能自动保证下一层的达成。例如：
Each layer is the foundation for the next, but the implementation of each layer does not automatically guarantee the achievement of the next layer. For example:

反应好 ≠ 一定学到内容
Respond well ≠ must learn the content

学到内容 ≠ 一定会在工作中应用
What you learn ≠ will definitely be applied in your work

应用技能 ≠ 一定带来组织效益
Applying skills ≠ must bring organizational benefits

层级 Level	关键词 keyword	常用评估方式 Commonly used assessment methods
Level 1	满意度 Satisfaction	问卷调查、即时反馈 Surveys, instant feedback
Level 2	学习成效 Learning outcomes	测试、测验、作业 Tests, quizzes, assignments
Level 3	行为改变 Behavior changes	实地观察、访谈、绩效记录 Field observations, interviews, performance records
Level 4	组织影响 Organizational impact	数据分析、KPI、ROI评估 Data analysis, KPI, ROI evaluation