[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] A level of curricular design, called design tactics, is identified to fill a gap in the research literature between the broad principles that guide curriculum development and the detailed writing of specific activities and lessons. The use of design tactics is illustrated with a case study using a sequence from middle-division undergraduate electromagnetism, the ring cycle, developed as part of the Paradigms in Physics project at Oregon State University. A retrospective analysis of the curriculum development process identified ten design tactics, related to content, sensemaking, and classroom practice. Further analysis of secondary implementations at DePaul University and California State University San Marcos illustrates how design tactics can also be used to make adaptations to local settings and contexts. Design tactics can serve as a productive bridge between higher-level design principles and activity development.

中文翻译：

---

课程开发中的设计策略：物理循环范式中的示例

[本文是课程开发重点集中的一部分：从理论到设计。]课程设计的一种水平，称为设计策略被确定为填补研究文献中指导课程发展的广泛原则与特定活动和课程的详细撰写之间的空白。通过俄勒冈州立大学物理学范式项目的一部分开发的中部本科生电磁学，环环论的案例研究说明了设计策略的使用。对课程发展过程的回顾性分析确定了十项设计策略，涉及内容，意义和课堂实践。对DePaul大学和加利福尼亚州立大学圣马科斯分校的二级实现的进一步分析表明，如何将设计策略也用于适应当地环境和环境。