SOIL教學心法：看見教學的另一種觀點

The SOIL Framework for Instructional Design: An Alternative Perspective on Teaching and Learning

本文以訊息處理理論為基礎，提出一個整合理論與實務的教學設計框架，此框架指出人類學習的四大認知階段：選取（selection）、組織（organization）、整合（integration）、學習（learning）（簡稱SOIL教學心法），從而引出教學該如何調整設計以順其自然的四大設計要素：明確、關聯、結構、脈絡。SOIL教學心法從外在媒體（外在刺激）開始考量，藉由流暢感官記憶、工作記憶及長期記憶之間的通路，提升學生的有效學習。再運用四大設計要素，整合教學設計與認知歷程，關注學習者的認知負荷及訊息元素互動性的作用，達到擴增工作記憶的流量、提升觸發長期記憶的頻率、增加更多的嘗試與聯結，開啟學生學習的沉睡智慧。最後以「大唐三藏聖教序」為例，呈現SOIL教學心法的各種關鍵元素，說明教師如何引導學生從先備知識、選取/組織到整合/學習的思考歷程，更系統化地提供教師看見教學的另一種觀點。

Drawing on the information processing theory, this paper proposes a theory-based framework for instructional design. The framework identifies four cognitive processes of human learning, namely selection, organization, integration, and learning (SOIL), leading to four principles of instructional design and adaptation: clarity, association, structure, and context. To enhance effective learning, the SOIL framework starts with external media (external stimuli) by streamlining the pathways between sensory memory, working memory, and long-term memory. Next, the four design principles are used to integrate instructional design with spontaneous cognitive processes of learners, focusing on cognitive load and the interactive effects of information presented, so as to expand the flow of working memory, enhance the frequency of triggering long-term memory, increase experimentation and connections between ideas, and unlock learners’ dormant intelligence. Finally, the Preface to the Sacred Teachings of Tripitaka of the Great Tang Dynasty is used as an example to illustrate the key elements of the SOIL framework and demonstrate how teachers can guide students through the thinking process from prior knowledge to selection/organization to integration/learning, thereby systematically providing teachers with an alternative perspective on teaching and learning.