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教育技术学专业英语
一、专业词汇、名词解释Professional Vocabulary行为目日勺运动Behavioral objectivesmovement认矢口心理学Cognitive psychology传播,传播学Communications经验之塔Cone ofexperience建构主义Constructivism电子绩效支持系统Electric performancesupport systems一般系统论General system教学系统设计Instructional systemsdesignISD知识管理系统Knowledge managementsystems以学习者为中心时Learn-centered learningenvironments学习环境操作性条件反射Operant conditioning程序教学Programmed instruction进步主义Progressivism强化Reinforcement学科内容专家Subject MatterExpertSME任务分析Task analysis言语主义Verbalismconditioned associations.Pavlov demonstratedthat thislearningprocess couldbe usedto makean associationbetween environmentalstimulusand anaturally occurringstimulus.最早从事于行为主义研究工作的是俄罗斯日勺生理学家巴普洛夫他的有关狗的消化系统的研究也导致了经典条件反射过程时发现,这个发现证明了行为都能通过关联的条件刺激来学习巴普洛夫还证明了这个学习过程可以用于发明环境刺激与本能刺激间日勺有关联However,even whileaccepting suchbehavioristic concepts,cognitive theorists view learningas involvingthe acquisitionorreorganization of the cognitivestructures throughwhichhumans processand storeinformation.然而,尽管他们接受行为主义的I某些观点,不过认知主义家们认为学习是认知构造的获得和重组即人们加工和存储信息的过程According tothe cognitivist,knowledge occursin internalstructurescalled schemas.When newinformation comesin throughthesenses,it iscompared with the schemas already present,andthe schemasmay thenbe combinedor changedin lightof thenewinformation.认知构造的观点看,知识是重现内在构造日勺图式当感知到新时信息时,先与目前已存在的图式相比较,人后进行整合或者将信息作出变化Constructivism is a typeof learningtheory thatexplains humanlearningas anactive attemptto constructmeaning in the worldaroundus.Constructivists believethat learningis moreactiveand self-directed thanbehaviorism orcognitive theorywouldpostulate.建构主义学习理论是这样一种学习理论,即他认为学习是人们对周围世界的积极的故意义的建构建构主义认为,与行为主义与认知主义相比,学习应当是愈加积极和自主的Constructivism divideslearning intotwo types:accommodationand assimilation.The focusis on the individual s desireandability tolearn.,and theteacher and therapist is there tohelpguide self-directed learning.建构主义将学习分为两种类型顺应和同化重点在于个人的学习意愿和学习能力,并且老师或者专家仅仅协助指导自主学习Constructivists believethat learnersconstruct theirownreality orat leastinterpret itbased upon their perceptionsofexperiences,so anindividualsknowledge is a functionof onesprior experiences,mental structures,and beliefsthat areusedto interpretobjects andevents.建构主义认为,学习者建构事实或者至少在解释事实时都是基于他们日勺感知经验,因此,个人日勺知识是缘由感知经验,心理构造和揭示事物信心的集合弟八早As itevolved,then,Gagnes theoryof instructioncame tocomprisethree components:
1.a taxonomyof learningoutcomes thatdefinedthe typesof capabilitieshumans canlearn.
2.internaland externallearning conditionsassociated with the acquisitionofeach categoryof learningoutcome.
3.nine events ofinstruction thateach facilitatesa specificcognitive processduringlearning.伴随理论时不停完善,加涅时教学理论逐渐发展成三部分内容
1、定义人类学习能力类型的I学习成果分类理论
2、与所习得多种类型学习成果有关的内部和外部学习条件理论
3、在学习中增进详细认知过程日勺九段教学法The nineeventsof instruction:
1.gaining attention:a stimuluschangeto alertthe learnerand focusattention ondesiredfeatures.
2.Informing the learner ofthe objective:a statementordemonstration toform anexpectancy in thelearneras tothegoals ofinstruction.
3.stimulating recall of priorlearning:a questionor an activity toremind thelearners ofprerequisiteknowledge.
4.presenting thestimulus:anactivityor informationthatpresents thecontent ofwhat isto belearned
5.providinglearning guidance:a cueor strategyto promoteencoding
6.eliciting performance:an opportunityto practiceor otherwiseperformwhat islearned
7.providing feedback:information of acorrective naturethat willhelp thelearner toimprove theirperformance.
8.assessing performance:an opportunitytodemonstrate whathas beenlearned
9.enhancing retentionandtransfer:examples oractivities thatprompt thelearner togobeyond theimmediate contextofinstruction.九段教学法
1、引起注意刺激性变化已引起学习者的注意,使其集中精力于所期望日勺特性
2、明确学习目的通过描述或展示使学习者形成对教学目的日勺期望
3、刺激回忆先前日勺学习设计问题或活动使学习者回忆起此前所学的知识
4、展现刺激用活动或信息来展现即将学习日勺内容
5、提供学习指导增进编码的线索或方略
6、引出作业提供实践活动的机会或执行所学内容
7、提供反馈对时的信息反馈将会协助学习者提高绩效
8、评估作业提供评价所学知识的机会
9、增进保持和迁移提供案例或活动以增进学习者对目前教学知识进行迁移第七章The processof communication:
1.the actof humancommunicationbegins witha sender,who decidesto initiatea messagewith aspecificset ofintended meaning
2.the senderthan encodedtheintended meaningby selectingspecific wordsor gesturesthat thereceiverwill presumablyunderstand
3.the messagethentransmitted-spoken orwritten-as tocross thespace betweensenderand receiver.
4.the receiver,the individualto whomthemessage isdirected,attend toand perceivesthe incomingmessageas aspecific patternof symbols.
5.the receiverthen decodethemessage byconstructing hisor herown interpretationsof themeaningofthesymbols.
6.asaresult ofinterpreting the message,the receiveris influencedin someway.That is,the communicationhassome effect.传播过程1人类沟通的行为开始发送谁决定触发一种信息以详细的目的意义
2.然后,发送者的目的意义编码选择特定的接受者会明白的词和手势
3、然后信息就在发送者和接受者之间的空间,以口头日勺或书写日勺形式传送
4、接受者,信息传递的I对象,注意并感觉到收文作为一种特定的符号模式
5、接受者译码信息然后建构他或她自己的诠释的意义符号
6、解释信息的成果是,接受者会受到某种方式的影响,也就是,传播起到了一定的作用Innovation diffusiontheory consistsof sixmajor components:innovation characteristics,individual usercharacteristics,adopter distributionover time,diffusion network,innovativeness andadopter categories,andtheindividualadoption process.仓ll新推广理论重要包括六个方面创新特性,个人顾客特性,采用者分布,推广网络,创新性和采用者方略,个人采纳过程Five characteristicsof innovationsthat consistentlyinfluencethe adoptionof newtechnologies:relative advantage,compatibility,complexity,observability trialability.,持续影响新技术使用的I五个创新日勺特性:相对优越性、兼容性、复杂性、可观测性、可试用性第九章Instructional scienceis concernedwiththediscovery ofthenatural principlesinvolved ininstructional strategies,andinstructional designistheuse ofthese scientificprinciples toinvent教育科学是关注与教学方instructional designprocedures andtools.略关系亲密日勺自然原理勺发现,教学设计是用科学日勺原理去B发明教学设计程序和工具Many currentinstructional modelssuggest that the mosteffectivelearning environmentsare thosethat problem-based andinvolve thestudents in fourdistinct phasesof learning
1.activation ofpriorexperience
2.demonstration ofskills
3.application ofskills
4.integration ofthese skills.许多流行日勺教学模式认为,最有效日勺教学环境是那些基于问题日勺教学包括学生学习日勺四个阶段、激发先前经验、示范12技能、应用技能、在实际生活中整合技能34Characteristics ofID:
1.instructional designislearner-centered
2.instructional designis goal-oriented
3.instructionaldesign focuseson real-world performance
4.instructional designfocuseson outcomesthat canbe measuredin areliable andvalid way
5.instructional designis empirical
6.instructionaldesign typicallyis a教学日勺特点、教学设计以学习者为中心、教学team effort..12设计需要建立明确日勺目日勺、教学设计侧重于现实生活中日勺3体现、教学设计侧重于可以用一种可靠和有效地措施来衡量日勺4成果、教学设计是根据经验设计日勺、教学设计往往是一种团56体的共同努力Types ofautomated Instructionaldesign tools:advisory/critiquing IDsystems
2.expert ID systems
3.information managementIDsystems几种自动化教学设计工具、
4.EPSSs forID
5.ID authoringtools1征询/评价系统、专家系统、信息管理系统、电子绩效支持系统
234、著作工具5第十章Today thereare manyID models,allofthem sharesome basicfeatures.
1.needs assessment
2.goal andobjectives identification
3.audience andsetting analysis
4.content anddelivery development目前有诸多种教学设计日勺模型,它们具
5.evaluation andredesign有如下几种基本特性、需求评估、目日勺识、受众^环境12SU3分析、内容设计与传递系统开发、评价®修正45第十二章To beinformation literate,a personmust be able torecognize wheninformationis neededand havethe abilityto locate,evaluate anduse估姓[]有信息素养,一种人必effectively theneeded information.须可以懂得什么时候需要信息,并且有定位、评价、和有效地使用所需信息日勺能力Educators needto shifttheir emphasisfromacquisition ofa productto executionofadynamic process.Studentsneed tobe transformedfrom passiveinformation gatherersto active教育者们应当将他们从获得一种产participating knowledgefinders.品日勺重点转移到执行一种产品日勺动态过程学生需要由被动日H勺信息搜集者转换成积极参与勺信息发现者虚拟现实Virtual reality人工智能视Artificial intelligenceAudiovisual communication听传播智能代理面向媒体Intelligent agentMedia-oriented面向过程Process-oriented情境认知Situated cognition系统化Systematic媒体特性函讲课程Attribute of media Correspondencecourse主机,大型机Mainframe无明显变化媒No significantdifference Thegreat mediadebate体大争论视盘Videodisk远程教育Distance education【计算机】实时的Real-time I从幼稚园到年级的小朋友教育K-1223直观概念Intuitive notion图式理论Schema theory精细化理论Elaboration theory元认矢口Metacognition经典性条件反射Classical conditioning操作性条件反射Operant conditioning言语行为Verbal behavior认知科学Cognitive science长日寸,己乙Long-term memoryT短时记忆Short-term memory乘法表Multiplication table学习分类Taxonomy oflearning言语信息、Verbal information智慧技能Intellectual skills认矢口方略Cognitive strategies机械学习Rote learning非任意性Non-arbitrary先有知识Prior knowledge迭代过程Iterative process同化Assimilation逐字回忆Verbatim recall社会动力学Societal dynamic传播理论Communication theory大众传播Mass communication收文Incoming message协作网络Cooperative network发送者和接受者Sender andreceiver创新推广理论Innovation DiffusionTheory IDT教学开发Instructional development征询系统Advisory system自动化教学设计Automated InstructionalDesignAID著作工具Authoring tools电子绩效支持系统,Electronic performancesupport systems简称EPSS知识管理Information management智能导师系统Intelligent tutoringsystem交互式仿真模拟Interactive simulation系统化教学开放Systematic instructionaldevelopment前端分析Front-end analysis形成性评价Formative evaluation总结性评价Summative evaluation教学事件Events ofinstruction学习环境Learning environment以学生为中心日勺学习Student-centered learning技术支持日勺学Technology-supported learningenvironment习环境信息高速公路Information highway信息素养Information literacy关键技能Critical skills
二、填空(书上的图)1P
3、戴尔的“经验之塔”、教育技术学的范围2P143P
49、为故意义的学习必不可少的条件4P
80、格拉奇-伊利模型
5、Kemp ModelP
816、Dick andCarey ModelP
827、ADDIE ModelP83
三、重点句子翻译弟一早Programmed instructionisamethod ofpresenting newsubjectmatter tostudentsin a gradedsequence ofcontrolled steps.Students workthrough theprogrammed materialby themselvesattheir ownspeed andafter eachstep testtheir comprehensionbyanswering anexamination questionor fillinginadiagram.Theyare thenimmediately shownthe currentanswer orgiven additionalinformation.程序教学一种以可以控制环节按照由易到难的次序向学习者展现新的学科内容的措施学生按照合适于自己的速度独立学习程序教学材料,在每一种学习材料完毕之后通过回答一种测验问题或者填写一种图表来测量他们对学习材料的掌握程度他们可以立即得到对的答案或者补充提醒等反馈信息第三章:He proclaimedthatthemedium isthemessage.In otherword,newforms ofmedia,message transformour experienceof ourselvesandour society,and thisinfluence isultimately moreimportantthan thecontent thatis transmittedinthespecific messages.他声称,媒体及讯息和数据换言之,新的媒体形式数据变化了我们自己和所处环境的经验,这种影响最终比那些以其特殊讯息所传递的内容更重要Instruction mediasare merevehicles thatdeliver instructionbutdo notinfluence studentachievementany morethan thetruck deliverour groceriesgoodsand causeschanges inour nutrition.教学媒体都仅仅只是传递教育而不会影响学生完毕学习活动,就像卡车运送我们的生活用品但不会变化我们的营养同样Kozma believesthat Clarksviewofmediaas“delivery trucks“creates anunnecessary schismbetween mediumand methods.FromKozam sperspective,media hasan importantrole inlearning.Different technologiescan processor operateontheavailablesymbol systems.考兹曼把克拉克日勺媒体观看做送货卡车,在媒体和教学措施之间制造了一种不必要日勺分裂考兹曼认为,媒体在学习中起着至关重要的I作用,不一样种类的技术可以处理或操作其可运用时符号系统弟五早Vr,Regardless ofthe differencesamong psychologicalperspectiveson learning,a solidfoundation invarious learningtheory isundoubtedlythe mostessential elementinthepreparation ofISDprofessionals.They mustbe familiarwiththetheory andresearchon learningand mustbeableto applythem toactual practice.尽管心理学上对学习日勺观点存在差异拥有一种坚实日勺学习理论基础无疑是教学系统设计专业人员职前培训中最基本的要素教学系统设计人员必须熟悉有关学习的理论与研究,并将之付诸实践Cognitive scienceis makinga majorcontribution toourunderstanding ofhow humansperceive,elaboration,metacognition,automaticity,expert/novice studies,andtransfer areonly afew ofthe constructsstudied bycognitivepsychologists thathave importantimplications forthe deignofinstruction.认知科学在解释人类怎样感知、加工、存储和重现信息等方面做出了巨大的I奉献图式理论,精细化,元认知,自动化,专家/新手的学习,以及迁移理论都对教学设计有重要的启示,这只是认知心理学家们众多研究中日勺一小部分Behavioral psychology,also knownas behaviorism,isalearningtheory basedupontheidea thatall behaviorsare acquiredthroughconditioning.Conditioning occursthrough interactionwiththe environment.According tobehaviorism,behavior canbestudied ina systematicand observablemanner withonconsideration ofinternal mentalstates.行为心理学,也称为行为主义,是一种基于所有行为都是通过条件刺激而产生的学习理论条件刺激就是重现与环境的I互相作用根据行为主义的观点,可以通过系统措施和观测的方式来研究人日勺行为,而不用考虑人的内部心理状态Behaviorism hadits earlieststart withthe workof Russianpsychologistnamed IvanPavlov.Pavlovs researchon thedigestivesystems ofdogs ledto hisdiscovery ofclassicalconditioning process,which demonstratedthat behaviorscouldbe learnedvia。